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EARLY  QUAKER  EDUCATION 
IN  PENNSYLVANIA 


By 

THOMAS  WOODY 


SUBMITTED   IN   PARTIAL   FULFILXMKNT   OF    THE   REQUIBEMENTS   FOB   THE   DEGREE 

OF    DOCTOR   OF   PHILOSOPHY,    IN   THE    FACULTY    OF    PHILOSOPHY, 

COLUMBIA   UNIVERSITY 


Published  by 

(Teacfjcrsf  College,  Columbia  Winitexiitp 

NEW  YORK  CITY 
1920 


Copyright,  1920,  by  Thomas  Woody 


"^^■Hri^'-i^i- 


w-  ^< 


•  -•« •  • 


PREFACE 

The  purpose  of  this  monograph  is  to  present  to  the  students 
of  education,  especially  to  those  interested  in  the  historical 
phase  of  it,  some  materials  relating  to  education  among  the 
Quakers  in  Pennsylvania  previous  to  1800.  Since  the  greater 
part  of  the  source  material  on  the  subject  is  almost  inaccessi- 
ble, it  has  been  thought  desirable  to  incorporate  in  this  work 
many  reports  on  schools,  such  as  may  be  convenient  refer- 
ences for  others  who  are  interested  in  the  early  educational 
history  of  Pennsylvania. 

The  manuscript  records  which  furnish  the  most  direct 
light  on  this  study  are  found  in  various  depositories  in 
southeastern  Pennsylvania.  Those  that  have  been  pre- 
served and  made  accessible  to  the  writer  have  been  examined 
by  him  in  person.  With  the  exception  of  a  few  cases,  the 
minutes  of  the  preparative  meetings  have  not  been  well  kept; 
hence,  that  sottrce  of  information  is  very  limited. 

If  this  work  possesses  merit,  it  is  by  reason  of  the  coopera- 
tion of  many  men  and  women.  I  am  obligated  to  the 
members  of  the  Society  of  Friends  who,  as  custodians  of 
records,  have  been  instrumental  in  forwarding  the  investiga- 
tion. It  is  also  a  great  pleasure  to  acknowledge  the  friendly 
encouragement  and  assistance  given  by  Albert  Cook  Myers, 
of  The  Historical  Society  of  Pennsylvania.  I  wish  also  to 
thank  Professor  Paul  Monroe  for  the  initial  encouragement  and 
continued  interest  during  the  progress  of  the  investigation. 

T.  W. 

Teachers  College,  New  York 

Julyii,  1917  \jj 


CONTENTS 


4 


/ 


I    Origin  of  the  Quakers 


>/  II     Meeting  Organization :     Its  Connection  with 
Education       .... 

Ill  Educational  Ideals  of  the  Quakers 

^    IV  Education  in  Philadelphia 

V  Schools  of  Bucks  County 

VI  Schools  of  Montgomery  County 

VII  Schools  of  Chester  County 

VIII  Schools  of  Delaware  County 

yj    IX    School    Support,    Organization,    and    Cur- 
riculum ..... 

X    Masters  and  Mistresses 

XI    Education  of  Negroes  and  Indians     . 

XII     Conclusion         ..... 

Bibliography       ..... 

Abbreviations     ..... 

Index   ...... 


I-I3     i-L^ 

14-25    I  I 
26-40 

41-84  q  3 

85-104 

105-121 

122-146 

147-166 

167-203  "^C* 
204-227 
228-267 
268-271 
272-282 
283 
285-287 


EARLY  QUAKER  EDUCATION 
IN  PENNSYLVANIA 


CHAPTER  I 
ORIGIN   OF  THE   QUAKERS 

Reforms,  discoveries  and  inventions  are,  at  the  outset,  con- 
ceived by  individual  minds;  seldom,  if  ever,  are  they  the 
simultaneous  product  of  several.  The  original  connection  is 
seen  and  made  by  an  individual,  and  afterwards  may  be 
accepted  by  his  fellows,  who  may  appropriate  the  new  idea  to 
themselves  and  make  its  applications  manifold.  The  novel 
idea  or  relationship,  once  seen,  thoroughly  comprehended 
and  expressed  becomes  either  the  common  property  of  many, 
extending  far  afield  from  its  original  source,  or  is  rejected 
because  it  fails  to  prove  attractive  to  human  interests  or 
necessary  for  the  satisfaction  of  human  needs.  By  this 
means  changes  are  wrought  in  a  group  or  society  of  individ- 
uals, and  the  belief  or  the  contribution  of  one  individual 
becomes  the  faith  or  the  possession  of  a  nation.  The  meaning 
of  the  above  statement  is  at  once  made  clear  by  mere  mention 
of  a  few  names,  such  as  Luther,  Bacon,  Pestalozzi,  Confucius, 
Whitefield,  Goethe  and  Fox.  It  is  with  the  ideas  and  the 
formally  stated  doctrines  of  the  last  mentioned  that  we  are  in 
this  connection  chiefly  concerned. 

In  a  study  of  education  among  the  Quakers  it  is  desirable, 
if  not  absolutely  imperative,  to  go  back  to  the  origin  of  the 
society  and  note,  at  least  in  part,  the  tenets  of  the  society  and 
the  reasons  for  its  foundation.  For  this  purpose  the  best 
materials  are  to  be  found  in  the  life  and  works  of  George 
Fox,  the  founder  of  the  Society  of  Quakers.  It  would,  per- 
haps, be  unnecessary  at  present  to  make  any  considerable 
study  of  beliefs  or  tenets,  if  it  were  not  for  the  fact  that,  in 
times  past,  some  of  the  expressions  of  their  belief  have  been 
misconstrued.  For  instance,  reference  may  be  made  here 
to  the  so-called  doctrine  of  inner  light  which  was  promulgated 

(I) 


An  essential 
in  leaders 


Brief  study 
of  Quaker 
beliefs 
necessary 


2  Early  Quaker  Education  in  Pennsylvania 

by  George  Fox  at  the  veiy  beginning  of  his  work  in  1647.^ 
It  will  be  of  advantage  to  first  sketch  briefly  the  early  life  of 
/    this  exponent  of  Quakerism. 

George  Fox  was  born  July,  1624  (old  style),  at  Drayton-in- 

Fox's  youth       the-clay,2  in  Leicestershire,  England.     His  father,  Christo- 

and  early  pher  Fox,  otherwise  known  as  "Righteous  Christer,"  was  a 

education  weaver  by  trade  and  '  'an  honest  man. ' '     His  mother,  he  says, 

was  of  the  stock  of  martyrs.^ 

\         His  earliest  life  was  spent  in  the  home  of  his  parents,  under 

whose  tutelage  he  received  a  careful  religious  training.     He 

says  of  himself  that  he  was  unusually  grave  for  a  youth  of  his 

age  and  that  his  thought  constantly  turned  to  subjects  of 

religious  nature.     This  characteristic  religious  disposition, 

noticed  by  his  mother,  was  the  cause  of  a  more  indulgent 

attitude  toward  him  than  was  granted  the  other  children  in 

the  family,  especially  in  regard  to  their  religious  instruction. 

Of  his  school  education  we  have  but  a  meagre  account; 

,      according  to  Sewell,  his  only  education  was  received  in  the 

\     home  and  consisted  of  the  bare  necessaries  such  as  reading 

and  writing.*    The  essence  of  his  religious  education  seems 

to  be  adequately  summarized  in  his  own  words  as  follows: 

The  Lord  taught  me  to  be  faithful  in  all  things,  and  to  act  faithfully 
two  ways,  viz.,  inwardly  to  God,  and  outwardly  to  man;  and  to  keep 
to  yea  and  nay  in  all  things.^ 

As  he  advanced  in  years  some  of  his  people,  being  aware 
of  his  religious  tendencies,  would  gladly  have  had  him  enter 
the  priesthood,  but  others  dissenting,  he  was  placed  with  a 
man  who  was  a  shoemaker,  grazier  and  dealer  in  wool.^  In 
this  employment  he  seems  to  have  given  much  satisfaction  to 
his  employer,  and,  as  for  himself,  he  too  enjoyed  the  work  of 
shepherd,  affording,  as  it  did,  ample  opportunity  for  close 
communion  with  nature  and  limiting  his  connections  with 
the  corrupt  society  of  mankind,  from  which  he  sought  to  free 
himself.'' 


»Fox,  Journal,  I,  53. 

*Now  called  Fenny  Drayton  (see  Friends  Library,  I,  28). 

*Fox,  Journal,  I,  49. 

♦Sewell,  Hist.,  I,  11. 

*Fox,  Journal,  I,  49. 

Hbid.,  50.  'Sewell,  Hist.,  I,  12. 


of  his 
travels 


Origin  of  the  Quakers  3 

About  the  age  of  nineteen,  his  dissatisfaction  with  the 
world  and  the  people  about  him  caused  him  to  leave  his  rela- 
tions and  acquaintances  and  to  seek  out  a  more  lonely 
existence  in  some  place  where  he  was  quite  unknown.  This  Beginning 
decision  being  made,  he  journeyed  "at  the  command  of 
God,"  first  to  Lutterworth,  Northampton,  NeWlort-Pagnell, 
and  came  finally,  in  1644,  to  Bamet.  During  these  days  he 
was  often  in  great  despair  and  questioned  whether  he  had  done 
rightly  in  leaving  his  parents  and  friends.  In  these  periods 
of  misgiving  he  consulted  often  with  priests  concerning  his 
condition  and  sought  thereby  a  remedy,  which,  however,  he 
did  not  find.  Driven  by  sheer  desperation  he  continued  to 
travel,  and,  after  leaving  Bamet,  came  to  London  where  he  f 
remained  for  a  short  time  only,  having  come  now  to  a  decision  ^ 
that  he  should  return  again  to  the  home  of  his  parents.*  ^ 

The  return  to  his  native  village,  however,  was  no  ctire  for 
his  mental  ill,  though  his  conscience  was  thereby  somewhat 
stilled.  He  continued  his  visits  to  various  priests,  especially  jjis  return 
one  Nathaniel  Stevens,  with  whom  he  was  wont  to  argue  home 
religious  questions,  and  who,  after  Fox  had  enunciated  certain 
beliefs,  which  will  be  mentioned  later,  became  one  of  his 
most  cruel  persecutors.®  Each  succeeding  experience  with 
the  priests  was  but  a  repetition  of  a  former  and  it  became 
clear  to  him  that  they  saw  nothing  but  the  externals  of  his 
condition  and  had  not  the  power  to  penetrate  to  the  inner- 
most complexities  of  his  situation.  According  to  his  view 
their  recommendations  met  only  the  demands  of  the  ecclesias- 
tics; his  need  was  genuine  and  he  was  enabled  to  see  the 
narrow  limitations  which  hamper  the  activity  of  one  man 
who  attempts  to  parcel  out  salvation  to  another. 

George  Fox  was  now  in  his  twenty-second  year.  It  is 
pertinent  that  mention  be  made  at  this  place  of  three  funda- 
mental beliefs  or  principles,  whose  truth,  up  to  this  time,  had 
made  itself  manifest  in  his  mind.  The  second  of  these  is  the 
one  which,  being  so  often  misquoted,  has  become  the  basis 
for  the  belief  on  the  part  of  many,  that  the  Society  was 
opposed  to  education. 

*Fox,  Journal,  I,  51. 
*Ibid.,  52. 


Early  Quaker  Education  in  Pennsylvania 


Three  of 
Fox's  con- 
clusions; 
fundamental 


But  not 
untried 


1.  And  the  Lord  opened  to  me  that,  if  all  were  believers,  then  they 
were  all  born  of  God,  and  passed  from  death  unto  life,  and  that  none 
were  true  believers  but  such ;  and  though  others  said  they  were  believers, 
yet  they  were  not. 

2.  The  Lord  opened  unto  me,  that  being  bred  at  Oxford  or  Cam- 
bridge was  not  enough  to  fit  and  qualify  men  to  be  ministers  of  Christ; 
and  I  wondered  at  it,  because  it  was  the  common  belief  of  the  people. 

3.  At  another  time  it  was  opened  to  me,  that  God,  who  made  the 
world,  did  not  dwell  in  temples  made  with  hands.  .  .  .  But  the 
Lord  showed  me  clearly  that  he  did  not  dwell  in  these  temples  which 
men  had  commanded  and  set  up,  but  in  people's  hearts;  for  both 
Stephen  and  the  apostle  Paul  bore  testimony  that  he  did  not  dwell  in 
temples  made  with  hands,  not  even  in  that  which  he  had  once  com- 
manded to  be  built,  since  he  put  an  end  to  it;  but  that  his  people  were 
his  temple,  and  he  dwelt  in  them.i" 

These  doctrines  which  he  began  to  promulgate  in  1647 
were  recognized  as  fundamental,  and  their  influence  is 
plainly  to  be  seen  in  the  organization  and  discipline  of  the 
society  which  finally  resulted.  ^^ 

It  may  well  be  mentioned  here  that  though  these  tenets 
were  incorporated  in  the  foundation  principles  of  the  Quakers, 
they  were  by  no  means  new,  in  the  sense  that  they  had  never 
been  accepted,  in  part,  at  least,  by  any  other  group  of  people. 
J.  Brown,  writing  concerning  the  Quakers,  states  that 
Caspar  Schwenkfeld,  a  Silesian  of  high  birth,  had  promul- 
gated the  same  doctrines  of  inner  light,  direct  revelation  and 
the  inadequacy  of  the  sacraments  at  least  two  centuries 
before  the  time  of  Fox  in  England.^^  The  dispersion  of 
Schwenkfeld's  adherents  in  1547  led  to  the  spread  of  their 
doctrines  outside  of  Silesia,  being  embraced  by  a  part  of  the 
Mennonite  Church  of  Amsterdam,  whence  their  entrance  was 
made  into  England,  and  found  acceptance  in  the  minds  of  the 
Quakers.  ^^  This  view  is  held  also  by  other  students  of 
Quaker  history,^^  and  the  similarity  of  doctrine  is  clearly  seen 
in  the  statement  of  the  Mennonite  creed,  as  given  by  B.  L. 
Wicks,   a  student  of  Mennonite  histor3^^^    Further,   it  is 


i»/6td.,  53. 

"Myers,  A.  C,  Immigration  of  Irish  Quakers  into  Pa.,  5. 

"Brown,  in  Traill,  H.  D.,  Social  England,  IV,  258. 

"Ibid. 

"Barclay,  R.,  Inner  life  of  Religious  Societies  of  the  Commonwealth,  77. 

"Wicks,  B.  L.,  The  Amish  Mennonites,  13-18. 


Origin  of  the  Quakers 


known  that  some  of  the  earliest  preachers  among  Quakers 
went  to  Amsterdam  and  vicinity  and  found  there  a  kindly 
reception  by  a  part  of  the  people,  making  converts  among 
both  the  Baptists^^  and  the  Mennonites.^''  An  instance  of 
their  kindly  attitude  toward  Quakers  and  also  of  the  recogni- 
tion given  their  belief  on  the  part  of  the  Quakers,  is  shown  in 
the  account  by  Thomas  Chalkley,  concerning  his  journey  of 
some  nine  hundred  miles  in  Holland,  Friesland  and  Ger- 
many.^* 

As  I  have  had  great  peace  and  satisfaction  in  my  travels  in  Holland 
and  Germany,  so,  for  inciting  others  under  the  Uke  exercise,  I  may  truly 
say  that  there  is  encouragement  for  faithful  ministers  to  labor  in  the 
work  of  the  gospel.  I  know  not  that  I  ever  met  with  more  tenderness 
and  openness  in  people  than  in  those  parts  of  the  world.  There  is  a 
great  people  whom  they  call  Mennonites,  who  are  very  near  to  truth, 
and  the  fields  are  white  tmto  the  harvest  among  divers  of  them, 
spiritually  speaking." 

At  Kriegsheim  in  the  Palatinate  Quaker  exhorters  like 
Ames  and  Rolfe,  who  had  been  sent  out  by  the  direction  of 
George  Fox,  1657,  succeeded  in  winning  converts  among  the 
Mennonites,  though  they  were  received  tmfavorably  by  the 
magistrates  who  fined  those  who  ofifered  to  give  them  any 
entertainment.^"  It  is  from  this  same  district  that  both 
Quakers  and  Mennonites  made  their  voluntary  departure 
and  came  to  settle  in  Pennsylvania.  Their  prompt  attention 
to  school  affairs  on  their  first  arrival  is  very  similar  to  that 
of  the  Quakers,  though  in  their  case  it  was  often  the  work  of 
the  laity,  and  not  through  the  church  organization.^^ 

A  still  more  extensive  missionary  jotimey  was  imdertaken 
at  a  later  date,  1677,  by  several  Quakers,  among  them  Fox, 
Penn,  Furly,  Barclay  and  Keith.  They  visited  Brill,  Leyden 
and  Haarlem  where  they  held  meetings,  preaching  to  both 
Quakers  and  Mennonites.^    The  tour  continued  up  into  the 


"Sewell,  Hist.,  I,  284. 
"Pa.  Ger.  Soc,  IX,  166. 

^'Chalkley,  Journal,  Friends  Library,  VI,  27. 
^^Ibid. 

^'Besse,  Sufferings  of  the  Quakers,  II,  45of. 
"Pa.  Ger.  Soc,  IX,  401. 

"Pa.  Mag.  of  Hist.,  II,  250;  Seidensticker,  Erste  deutsche  Einwander- 
ung  in  Amerika,  29-33. 


Kindly 
reception 
given  to 
Quaker 
ministers 


Journey  of 
Fox,  Penn, 
Furly,  Bar- 
clay and 
Keith 


Early  Quaker  Education  in  Pennsylvania 


y 


A 


Increased 
number  of 
ministers 


The  nimiber 
of  adherents 
estimated 


Rhine  region  where  Penn  and  his  party  came  into  touch  with 
members  of  the  Pietist  group.  It  is  doubtless  true  that  this 
journey  and  the  impression  which  was  made  by  Penn  must 
have  played  an  important  part  a  few  years  later  when  he 
opened  his  colony  to  settlers  on  the  well  known  liberal 
principles. 

In  the  presentation  of  the  foregoing  material  it  has  been 
pointed  out:  (i)  how  the  doctrines  of  the  Quakers  were 
rapidly  spread  broadcast  by  the  itinerant  preachers;  and  (2) 
that  there  was  a  great  similarity  between  Quaker  and  Men- 
nonite  in  doctrine  and  belief. 

The  work  of  spreading  the  new  gospel,  as  instanced  by  the 
work  of  Ames  and  Rolfe  in  1657,  was  carried  rapidly  forward; 
as  early  as  1654,  seven  years  after  George  Fox  had  begun  to 
preach,  he  had  enlisted  the  services  of  some  sixty  preachers 
who  travelled  continually  up  and  down  the  country.^ 
Such  a  number  of  leaders  bespeaks  a  considerable  following, 
though  we  have  no  record  of  a  census  of  the  followers  made 
during  Fox's  lifetime.  Brown  is  apparently  willing  to  accept 
Barclay's  statement  that  by  1675  they  numbered  ten  thous- 
and in  London  and  by  the  end  of  the  century,  sixty  thousand.^* 
It  does  not  seem  that  this  is  too  large  an  estimate.  It  can 
be  estimated  from  the  work  of  Besse  on  Sufferings  that 
between  1650  and  1689  there  were  approximately  fifteen 
thousand  individual  cases  of  "sufferings."^  Since  his  work 
is  compiled  from  "authentic  records"  it  may  be  considered  to 
be  fairly  accurate,  though  the  errors,  if  any,  wotdd  likely  be 
to  make  the  number  too  small  rather  than  too  large.  As  a 
matter  of  fact  his  collection  includes  some  cases  between  1689 
and  1 700,  but  the  vast  majority  of  them  are  from  the  period 
above  stated.  Certainly  we  must  suppose  that  if  such  a  large 
number  actually  came  under  the  hand  of  English  tolerance, 
then  the  total  number  of  adherents  very  probably  equalled 
or  exceeded  the  estimate  previously  mentioned.  Whatever 
objection  may  be  made  to  the  accuracy  of  these  figures  they 
may  certainly  be  taken  as  fairly  indicative  of  the  growth  of 
the  sect;    for  that  purpose  they  are  intended. 


^^Brown,  J.  in  Traill,  Soc.  England,  IV,  259. 
^*Ibid.  25Besse,  J.,  Sufferings,  II,  539-638. 


Origin  of  the  Quakers 


Just  as  the  church  discipHne  and  organization  are  traceable 
to  the  hand  of  Fox,  so  also  is  the  attitude  on  educational 
affairs.  It  has  been  said  that  the  doctrine  of  the  inner  light 
made  all  education  unnecessary,  and  this  perverted  idea  has 
doubtless  possessed  even  some  members  of  Quakers  to  the 
extent  that  they  came  to  regard  learning  as  an  instrument  of 
Satan,  a  thing  to  be  carefully  avoided.  However  true  this 
statement  may  have  been  of  some  members  of  the  group,  it 
certainly  is  not  representative  of  the  belief  and  practice  of 
the  Quakers  as  a  whole.  Some  of  the  more  ignorant  may 
have  interpreted  the  inner  light  to  mean  just  that  thing;  but 
it  is  certainly  true  that  such  an  idea  was  never  expressed  by 
George  Fox,  nor  did  it  become  the  accepted  belief  of  the 
organization,  as  is  shown  by  their  practices.  The  actual 
practice,  educational,  among  Quakers  is  to  be  followed  in  this 
monograph.  A  later  chapter  will  be  devoted  to  a  considera- 
tion of  the  views  on  education  held  by  various  individuals 
who  have  left  some  tangible  monuments  to  their  beliefs.  In 
the  present  chapter,  however,  it  is  intended  to  indicate 
merely  the  position  assumed  by  Fox  in  regard  to  the  question 
at  the  outset  of  his  labors. 

As  has  been  previously  mentioned  (page  2)  George  Fox 
had  the  advantage  of  only  a  limited  education.  Opposition 
to  the  higher  education,  if  he  exhibited  such,  might  find  an 
explanation  in  this  fact,  assuming  that  not  having  shared  its 
delights  and  advantages,  he  chose  to  deprecate  it  altogether. 
From  a  study  of  his  utterances  and  his  actions  throughout 
his  career  it  seems,  however,  that  the  facts  point  rather  to  a 
true  appreciation  rather  than  deprecation  of  education. 
The  evidence  appears  to  support,  in  a  very  satisfactory  man- 
ner, the  following  points: 

1.  That  he  placed  a  great  emphasis  on  moral  and  religious 
training. 

2.  Educationshouldbeof  practical  value;  apprenticeship 
education  recommended. 

3.  That  the  establishment  of  schools  was  believed  to 
be  necessary. 

4.  The  objection  to  classical  training  was  its  inadequacy 
to  prepare  for  a  minister  of  the  gospel. 


Fox's  doc- 
trine the 
basis  in  their 
educational 
practice 


Fox's  educa- 
tional creed 


8 


Early  Quaker  Education  in  Pennsylvania 


5.  That  the  scope  of  education  was  not  limited  to  Quakers 
alone,  nor  even  to  the  Whites,  but  shoiild  include  also  Negroes, 
Indians  and  the  poorer  classes  of  society  as  well  as  the  rich. 
The  remainder  of  this  chapter  will  be  devoted  to  a  brief  con- 
sideration of  the  foregoing  statements. 

First,  in  regard  to  moral  and  religious  instruction,  it 
seemes  hardly  necessary  to  do  more  than  state  simply 
H  that  he  did  urge  moral  education  at  all  times.  His  whole 
life  being  permeated  with  the  desire  to  propagate  his  newly 
founded  society,  it  certainly  is  to  be  expected  that  he  would 
recommend  and  insist  on  instruction  of  that  nature.  If  proof 
be  desired,  however,  it  may  be  found  in  statements  made 
from  time  to  time,  which  are  quoted  below.  The  system 
of  moral  education  based  on  the  utterances  of  Fox  was 
chiefly  a  prohibitory  one,  and  it  might  well  be  questioned 
whether  the  result  would  not  be  passive  rather  than  active 
virtues. 

.     .     .     .     in  warning  such  as  kept  public  houses  for  entertainment, 
that  they  should  not  let  people  have  more  drink  than  would  do  them 
good;    and  in  testifying  against  their  wakes  and  feasts,  May  games, 
sports,  plays  and  shows,  which  trained  up  people  to  vanity  and  looseness 
andled  them  from  the  fear  of  God;  .     .     .     in  %irs  also,  and  in  markets 
I  was  made  to  declare  against  their  deceitful  merchandise,  cheating  and 
Prohibitions,       cozening;  warning  all  to  deal  justly,  to  speak  the  truth,  to  let  their  yea 
moral,  social       be  yea  and  their  nay  be  nay ;    .     .     .     I  was  moved  also  to  cry  against 
and  educa-  all  sorts  of  music,  and  against  the  mountebanks  playing  tricks  on  their 

tional  stages,  for  they  burdened  the  pure  life  and  stained  the  people's  mind  to 

vanity.  I  was  much  exercised,  too,  with  schoolmasters  and  school- 
mistresses, warning  them  to  teach  their  children  sobriety  in  the  fear  of 
the  Lord,  that  they  might  not  be  nursed  and  trained  up  in  lightness, 
vanity  and  wantonness.  Likewise  I  was  made  to  warn  masters  and 
mistresses,  fathers  and  mothers  in  private  families,  to  take  care  that  their 
children  and  servants  might  be  trained  up  in  the  fear  of  the  Lord;  and 
that  they  themselves  should  be  therein  examples  and  patterns  of 
sobriety  and  virtue  to  them.^ 

I  was  to  bring  them  off  from  all  the  world's  fellowship  and  prayings 
and  singings,  which  stood  in  forms  without  power:     .     .     .^'^ 

These  prohibitions  and  many  others  that  were  enunciated 
from  time  to  time  in  his  speaking  and  writing,  were  to  be  in 
time  a  part  of  the  discipline  of  the  organization,  and  were  as 


2«Fox,  G.,  Journal,  I,  73;  also  264-265. 


Origin  of  the  Quakers 


religiously  imposed  on  aU  members  as  the  ardor  of  the  meeting 
and  the  difficulty  of  the  task  would  permit.  The  cases 
coming  up  before  the  monthly  meetings  for  discipline  are 
largely  composed  of  infringements  of  the  regulations,  which 
grew  out  of  Fox's  recommendations.  These  are,  without 
question,  of  very  ascetic  nature.  One  in?tance  which  illus- 
trates the  incorporation  of  these  ideals  in  the  discipline  of 
the  organization  m.ay  be  cited  in  this  connection. 

All  Friends,  train  up  your  children  in  the  fear  of  God;  and  as  they  are 
capable,  they  may  be  instructed  and  kept  employed  in  some  lawful 
calHng;  that  they  may  be  diligent,  serving  the  Lord  in  the  things  that 
are  good;  that  none  may  live  idle  and  be  destroyers  of  the  creation,  and 
thereby  become  burdensome  to  others,  and  to  the  just  witness  in 
themselves.^* 

Second,  the  emphasis  placed  on  the  values  to  be  derived 
from  a  practical  education,  to  be  gotten,  to  a  large  degree, 
through  a  careful  system  of  apprenticing  the  children  of 
members  to  people,  members  if  possible,  who  would  also  be 
careful  in  regard  to  their  moral  instruction,  is  immistakable. 
The  practice  as  recommended,  indicated  below,  became  the 
general  rule  in  Qtiaker  communities,  as  is  adequately  evi- 
denced in  the  meeting  records.  In  this  connection,  however, 
it  should  be  kept  in  mind  that  apprenticeship  education 
could  be  legally  enforced. 

Being  in  London,  it  came  upon  me  to  write  to  Friends  throughout  the 
nation,  about  putting  out  poor  children  to  trades.  Wherefore  I  sent  the 
following  epistle  to  the  quarterly  meetings  of  friends  in  all  counties: 

My  Dear  Friends, 

Let  every  quarterly  meeting  make  inquiry  through  all  the  monthly 
and  other  meetings,  to  know  all  Friends  that  are  widows,  or  others  that 
have  children  fit  to  put  out  to  apprenticeship;  so  that  once  a  quarter 
you  may  set  forth  an  apprentice  from  your  quarterly  meeting;  and  so 
you  may  set  forth  four  in  a  year  in  each  county,  or  more,  if  there  be 
occasion.  This  apprentice,  when  out  of  his  time,  may  help  his  father 
or  mother,  and  support  the  family  that  is  decayed;  and  in  so  doing  all 
may  come  to  live  comfortably.  This  being  done  in  your  quarterly 
meetings  you  will  have  knowledge  through  the  covmty  in  the  monthly 
and  particular  meetings,  of  masters  fit  for  them,  and  of  such  trades  as 
their  parents  or  the  children  are  most  inclinable  to.     Thus,  being  placed 


Kept  promi- 
nent place 
in  the  church 


Apprentice- 
ship educa- 
tion recom- 
mended 


^^Friends  Lib.,  I,  129. 


lO 


Early  Quaker  Education  in  Pennsylvania 


And  executed 
in   various 
meetings 


Establish- 
ment of 
school 
advised 


out  with  Friends,  they  may  be  trained  up  in  truth;  and  by  this  means  in 
the  wisdom  of  God,  you  may  preserve  Friends'  children  in  the  truth,  and 
enable  them  to  be  strength  and  help  to  their  families,  and  nurses,  and 
preservers  of  their  relations  in  their  ancient  days.  .  .  .  For  in  the 
country  you  know,  you  may  set  forth  an  apprentice  for  a  little  to  several 
trades,  as  bricklayers,  masons,  carpenters,  wheelwrights,  ploughwrights, 
tailors,  tanners,  curriers,  blacksmiths,  shoemakers,  nailers,  butchers, 
weavers  of  linen  and  woolen  stuffs  and  serges,  etc.,  and  you  may  do  well 
to  have  a  stock  in  your  quarterly  meetings  for  that  purpose.  All  that  is 
given  by  any  Friends  at  their  decease  (except  it  be  given  to  some  partic- 
ular use,  person  or  meeting)  may  be  brought  to  the  public  stock  for  that 
purpose.  This  will  be  the  way  for  the  preserving  of  many  that  are  poor 
among  you,  and  it  will  be  the  way  of  making  up  poor  families.  In 
several  counties  it  is  practised  already.  Some  quarterlies  set  forth  two 
apprentices ;  and  sometimes  the  children  of  others  that  are  laid  on  the 
parish.  You  may  bind  them  for  fewer  or  more  years,  according  to  their 
capacities.     .     .     .    ^^ 

G.  F. 
London,  ist  of  nth  month,  1669. 

The  following  lines,  taken  from  the  meeting  records,  are 
stifficient  proof  of  the  working  out  of  this  recommendation 
concerning  apprenticeship  education. 

It  is  agreed  and  concluded  upon  by  this  meeting,  that  the  meeting 
take  care  of  all  Friends  children  that  are  left  as  orphans  and  unsettled, 
to  inspect  and  see  that  all  such  be  taken  care  of  and  settled  in  the  best 
and  suitablest  manner,  according  to  their  capacity,  that  thereby  they 
may  discharge  their  duty  and  all  such  be  eased  by  taking  such  due  care.'" 

Third,  the  establishment  of  schools  was  believed  to  be 
necessary;  for  a  proof  of  this  attitude  may  be  cited  his  action 
in  regard  to  the  establishment  of  schools  at  Waltham  and 
Shacklewell. 

Then  returning  towards  London  by  Waltham,  I  advised  the  setting 
up  of  a  school  there  for  teaching  boys;  and  also  a  girls'  school  at  Shackle- 
well,  for  instructing  them  in  whatsoever  things  were  civil  and  useful.'* 

This  statement  would  certainly  indicate  a  liberal  attitude 
towards  education.  Fox  himself  makes  no  further  comment 
on  what  the  nature  of  the  school  was  to  be.  His  interest  in 
these  schools,  it  is  asserted,  never  flagged,  and  many  visits 
were  made  in  behalf  of  their  prosperity.^^ 

"Fox,  G.,  Journal,  II,  76f. 

'"Min.  Middletown  Mo.  Mtg.,  9 — 2 — 1699. 

*iFox,  Journal,  II,  57.  ^^Friends  Lib.,  I,  72. 


Origin  of  the  Quakers 


II 


Fourth,  the  popular  idea  that  has  at  times  prevailed,  that 
Quaker?  objected  to  giving  an  education  such  as  was  enjoyed 
by  other  sects,  was  probably  founded  on  a  misunderstanding 
of  certain  statements  made  by  Fox  with  regard  to  education. 
Let  us  examine  some  of  these  statements,  and  seek  to  learn 
his  intended  meaning. 

I  saw  that  to  be  a  true  believCT  was  another  thing  than  they  looked 
on  it  to  be;  and  I  saw  that  being  bred  at  Oxford  or  Cambridge  did  not 
qualify  or  fit  a  man  to  be  a  minister  of  Christ;  what  then  should  I 
follow  such  for?  So  neither  these,  nor  any  of  the  dissenting  peoples 
could  I  join  with,  but  was  a  stranger  to  all,  relying  wholly  upon  the 
Lord  Jesus  Christ.'' 

I  was  to  bring  people  off  from  Jewish  ceremonies  and  from  heathenish 
fables,  and  from  men's  inventions  and  worldly  doctrines,  by  which  they 
blew  the  people  about  this  way  and  the  other  way,  from  sect  to  sect; 
and  from  all  their  beggarly  rudiments,  with  their  schools  and  colleges  for 
making  ministers  of  Christ,  who  are  indeed  ministers  of  their  own  making 
but  not  of  Christ;     .     .     .** 

They  could  not  know  the  spiritual  meaning  of  Moses;  the  prophets 
and  John's  words,  nor  see  their  paths  and  travels,  much  less  see  through 
them,  and  to  the  end  of  them  into  the  kingdom,  unless  they  had  the 
spirit  of  Jesus;  nor  could  they  know  the  words  of  Christ  and  of  his 
apostles  without  his  Spirit.'* 

Then  we  came  to  Durham,  where  was  a  man  come  from  London  to  set 
up  a  college  there,  to  make  ministers  of  Christ,  as  they  said.  I  went, 
with  some  others,  to  reason  with  him  and  to  let  him  see  that  to  teach  men 
Hebrew,  Greek  and  Latin,  and  the  seven  arts,  which  were  all  but  the 
teachings  of  the  natural  man,  was  not  the  way  to  make  them  ministers 
of  Christ." 

These  statements  represent  a  small  selection  from  many 
similar  ones,  and  may  be  fairly  taken  as  indicative  of  his 
position  concerning  this  one  point.  They  are  the  most 
drastic  prohibitory  statements  made  on  the  subject  in  all  of 
his  works.  But  even  here  we  fail  to  find  either  (i)  a  con- 
demnation of  general  or  ordinary  education  or  (2)  a  wholesale 
condemnation  of  classical  education;  indeed  we  read  no 
objection  to  a  minister's  possessing  a  knowledge  of  classical 
authors,  such  as  was  the  case  of  both  Penn  and  Barclay,  pro- 


But  classical 
education 
not  the  first 
essential  for 
ministers 


''Fox,  Journal,  I,  53. 
^Ibid.,  72. 
^Ilnd.,  69. 
'^Ibid.,  327. 


Summary  of 

educational 

statements 


Education 
not  limited 
to  Friends 


12  Early  Quaker  Education  in  Pennsylvania 

vided  he  possess  also  the  "light."     His  statements  may  be 
summarized  as  follows: 

1.  Classical  training  is  inadequate  as  a  preparation  for 
ministers  of  the  gospel. 

2.  Divine  guidance  is  the  one  requisite  for  their  prepara- 
tion. 

3.  There  is  no  objection  to  the  classical  learning  if  it  be 
added  to  the  qualification  under  (2). 

Fifth,  their  conception  of  the  scope  of  education  did  not 
limit  it  to  their  own  people  alone,  but  extended  it  rather  to 
all  peoples,  Negroes  and  Indians,  the  rich  and  the  poor.  This 
is  made  perfectly  plain  in  his  address  sent  to  the  Governor 
of  the  Barbados  in  1671. 

Consider,  Friends,  it  is  no  transgression  for  a  master  of  a  family  to 
instruct  his  family  himself,  or  for  some  others  to  do  it  in  his  behalf;  but 
rather  it  is  a  very  great  duty  incumbent  upon  them.  .  .  .  We 
declare  that  we  esteem  it  a  duty  incumbent  on  us  to  pray  with  and  for 
those  in  and  belonging  to  our  families;  ....  and  to  teach,  instruct 
and  admonish  them;  .  .  .  now  Negroes,  Tawnies  and  Indians  make 
up  a  very  great  part  of  the  families  in  this  island ;  for  whom  an  account 
will  be  required  by  him  who  comes  to  judge  both  quick  and  dead,  at  the 
great  day  of  judgment,  when  every  one  shall  be  rewarded  according  to 
the  deeds  done  in  the  body,  whether  they  be  good  or  whether  they 
be  evil.^^ 

The  effect  of  the  above  statements  must  tend  to  convince 
even  the  skeptical  that  any  statement  or  belief,  to  the  effect 
that  the  founder  of  Quakerism  was  opposed  to  education,  is 
chiefly  a  myth  based  on  either  ignorance  or  gross  mis- 
understanding. 

SUMMARY 

The  origin  of  the  Quakers  and  the  organization  and  dis- 
cipline of  the  Society  are  due  almost  entirely  to  the  influence 
which  first  came  from  the  founder,  George  Fox.  He  extended 
his  belief  in  his  native  country  and  even  into  foreign  countries 
by  (i)  preaching,  (2)  letters,  (3)  extensive  travels  on  his  own 
part,  and  (4)  through  the  agency  of  many  capable  men  whom 
he  attracted  to  his  service.     For  this  service  the  leading  of  the 


"Ibid.,  II,  105. 


Origin  of  the  Quakers  13 

inner  light  was  deemed  the  only  preparation  which  was  abso- 
lutely necessary.  The  society  experienced  a  rapid  growth  in 
numbers  and,  due  to  the  policy  of  its  fotmder,  laid  great  stress 
on  the  moral  and  practical  education  of  their  youth.  A  great 
similarity  existed  between  the  beliefs  of  Quakers  and  those 
of  the  Mennonites,  both  of  which  came  to  form  a  large  part  of 
the  population  of  the  colony  of  Pennsylvania.  The  Men- 
nonite  beliefs  are  thought,  by  some  special  students  of  their 
history,  to  have  been  the  determining  influence  in  forming 
those  of  Friends;  but  this  is  not  clearly  proven.  It  is 
pointed  out,  by  certain  references  to  utterances  of  George 
Fox,  which  to  a  great  extent  formed  the  basis  for  Quaker 
practices,  that  the  common  belief  in  their  objection  to  educa- 
tion is  erroneous.  The  system  of  moral  education  was 
exacting  and  full  of  sweeping  prohibitions,  and,  in  those 
respects,  according  to  modem  ideals,  quite  inadequate. 


CHAPTER  II 

MEETING  ORGANIZATION:    ITS  CONNECTION 
WITH  EDUCATION 


An 

organization 

developed 


The  place  of 
organization 
in  the  estab- 
lishment 
of  schools 


The  organization  of  meetings  in  the  Society  of  Friends  was 
based  almost  entirely  on  the  recommendation  of  its  founder, 
and  stiU  obtains  without  many  variations  from  the  type 
which  was  thus  early  begun.  The  organization  thus  planned 
was  not  developed  completely  at  one  time,  but  depended 
rather  on  the  growth  of  the  society  in  this  or  that  section  of 
the  country.  Meetings,  as  at  first  established,  were  not  so 
specialized  in  their  functions  as  they  came  to  be  later;  there 
were  those  for  worship  and  sufferings,  the  latter  becoming 
in  due  time  a  specialized  part  of  the  yearly  meeting,  and  for 
taking  action  in  regard  to  poor  members.  The  time  was 
further  occupied  in  disciplining  those  members  who  were  not 
faithful  to  the  doctrines  of  the  church. 

It  is  of  particular  importance  for  us  to  understand  the 
ordinary  arrangement  of  the  meetings  and  their  relation  to 
each  other,  since  it  was  by  virtue  of  this  organization  of  the 
church  that  its  schools  were  set  up.  Perhaps  no  other  factor 
played  so  important  a  part  in  the  success  which  was  met  with 
in  setting  up  schools,  as  that  through  the  organization  of  the 
meetings  all  localities  were  kept  in  closer  touch  with  each 
other  than  would  otherwise  have  been  possible  at  that  time. 
As  it  was,  the  local  meetings  were  literally  forced  to  listen 
to  the  school-proposition,  even  though  they  were  in  the  back- 
woods of  America,  or  inhabited  the  Barbados.  The  chief 
means  of  communication  established  were  church  letters, 
travelling  ministers,  representatives  from  the  constituent 
meetings,  and  reports  of  general  meetings  which  were  dis- 
tributed to  all  those  belonging  thereunto.^ 


^Letters,  London  Yearly  Meeting,  4 — 10,  14 — 1717. 

(14) 


Meeting  Organization:   Connection  with  Education      15 


Originally  the  purpose  of  the  church  organization  seems 
to  have  been  twofold.  It  was  realized  that  among  those  who 
became  members  some  would  be  less  constant  in  their 
behavior  than  others ;  hence  some  sort  of  oversight  was  neces- 
sary to  keep  each  and  every  one  in  line.  In  the  second  place, 
there  were  many  adherents  in  limited  circimistances  and  the 
Quakers'  belief  made  it  imperative  that  these  people  be  taken 
care  of  in  the  best  manner  possible.  ^  Realizing  the  existence 
of  these  conditions  among  members,  it  was  clear  to  Fox  that 
a  definitely  organized  meeting  was  necessary  whereby  (i)  the 
necessary  assistance  could  be  extended  to  those  in  need,  (2) 
discipline  could  be  enforced  for  the  maintenance  of  the 
religious  life  of  the  organization,  and  (3)  new  meetings  could 
be  officially  established  when  and  where  they  became  neces- 
sary. 

The  earliest  mention  that  is  made  of  a  meeting  established 
for  these  purposes  is  in  the  case  of  Balby,  in  Yorkshire,  in 
1658.^  This  statement  is  not  exactly  accurate,  it  seems,  for 
we  have  also  mention  made  of  a  general  meeting,  or  what 
came  to  be  known  as  a  yearly  meeting,  as  early  as  1654  when 
one  was  held  at  Swannington  in  Leicestershire.*  The  meet- 
ing at  Balby  seems  to  have  been  of  considerable  importance 
and  is  frequently  mentioned  as  one  of  the  stopping  places  of 
George  Fox.  He  recotmts  a  meeting  held  at  that  place  in 
1660  "in  a  great  orchard  of  John  Killam's  where  it  was  sup- 
posed some  thousands  of  people  and  Friends  were  gathered 
together. "^  The  business  of  the  yearly  meeting  seems  to  have 
been  to  devote  some  time  to  the  affairs  of  the  church ;  at  any 
rate,  this  idea  is  expressed  by  Fox  in  writing  of  a  similar 
meeting  held  at  Skipton  in  1660.*  The  characteristic  of 
these  meetings,  that  is  always  mentioned,  is  that  they  were 
attended  by  representatives  from  various  towns  and  counties. 
The  yearly  meeting  is  still  a  representative  body. 

The  smaller  meetings  for  worship  were,  of  course,  the  first 
established.     Aside  from  the  question  of  worship,  however, 


^Friends  Lib.,  i,  68. 

Uhid. 

*Fox,  Journal,  i,  179. 

Hbid.,  362. 

^Ibid.,  363. 


Purposes  of 
the  organi- 
zation 


Early 

meetings 

established 


i6 


Early  Quaker  Education  in  Pennsylvania 


Meetings 
develop  from 
larger  to  the 
smaller 


Number  of 
monthly 
meetings 
setup 


the  development  of  the  organization  was  from  the  larger  unit 
to  the  smaller.  We  have  noted  above  the  beginning  of  the 
general  or  yearly  meeting.  As  the  sect  grew  in  nimibers,  and 
the  labor  of  caring  for  these,  sometimes  in  a  physical  sense 
and  again  in  the  religious,  increased,  it  became  necessary  to 
have  a  finer  organization,  the  smaller  units  of  which  would 
reach  the  smallest  communities.  By  1665  there  were 
established  (i)  the  yearly  and  (2)  the  quarterly  meetings,  and 
in  1666  Fox  recommended  the  establishment  of  a  smaller 
unit,  the  monthly  meeting,  saying: 

Then  I  was  moved  of  the  Lord  to  recommend  the  setting  up  of  five 
monthly  meetings  of  men  and  women  in  the  City  of  London  (besides  the 
women's  meetings  and  the  quarterly  meetings)  to  take  care  of  God's 
glory,  and  to  admonish  and  exhort  such  as  walked  disorderly  or  care- 
lessly, and  not  according  to  the  truth.  For  whereas  Friends  had  had 
only  quarterly  meetings,  now  truth  was  spread,  and  Friends  were  grown 
more  numerous,  I  was  moved  to  recommend  the  setting  up  of  monthly 
meetings  throughout  the  nation.  And  the  Lord  opened  to  me  what  I 
must  do,  and  how  the  men's  and  the  women's  monthly  and  quarterly 
meetings  should  be  ordered  and  established  in  this  and  other  nations; 
and  that  I  should  write  to  those  where  I  did  not  come,  to  do  the  same.'' 

Immediately  after  this,  there  is  mentioned  the  establish- 
ment of  monthly  meetings  in  Essex,  Suifolk  and  Norfolk, 
Huntingdonshire,  Nottinghamshire,  Leicestershire  and  War- 
wickshire and  many  others.^  Three  years  later  (1669)  he 
reports  fourteen  monthly  meetings  in  the  county  of  York.® 
1  The  rapid  increase  in  the  number  of  meetings  and  the  extent 
of  territory  covered  by  them  is  a  fair  indication  of  the  phe- 
Inomenal  growth  of  the  society. 

Following  his  resolve  and  subsequent  exertions  toward 
setting  up  of  monthly  meetings,  during  which  he  made  very 
extensive  campaigns,  there  came  the  great  step  which  was 
taken  to  organize  all  under  the  general  leadership  of  a  yearly 
meeting,  that  of  London.  This  was  accomplished  in  1672.^° 
This  general  meeting  of  ministers  drew  up  a  resolution  or 
minute  to  this  effect: 


'Fox,  Journal,  1 1 ,  52f . 
HUd. 
HUd.,  67. 
^"Friends  Lib.,  1,  69. 


Meeting  Organization:  Connection  with  Education      17 


It  is  concluded  agreed  and  assented  to  by  Friends  present  that  for  the 
better  ordering,  managing  and  regulating  of  the  public  affairs  of  Friends 
relating  to  the  Truth  and  the  service  thereof,  there  be  a  general 
meeting  of  Friends  held  at  London  once  a  year,  in  the  week  called 
Whitsun-week,  to  consist  of  six  Friends  for  the  City  of  London,  three 
for  the  city  of  Bristol,  two  for  the  city  of  Colchester  and  one  or  two  from 
each  of  the  counties  of  England  and  Wales  respectively." 

The  meeting  convened  in  the  year  following,  in  accordance 
with  the  above  resolution.  Many  of  the  duties  performed  by 
the  General  Meeting  of  Ministers  were  transferred  to  the 
representatives  of  the  various  meetings.  The  ministers, 
though  in  fact  subject  to  the  approval  or  disapproval  of 
monthly  meetings,  did  not  relinquish  their  oversight  of  each 
other. 

The  smallest  imit  in  the  organization  was  the  particular  or 
preparative  meeting.  This  meeting  is  not  mentioned  in  all 
localities,  though  it  is  clear  from  Fox's  statements  that  he 
recognized  this  as  a  part  of  the  organization,  for  in  a  letter  of 
1669  he  writes  concerning  the  representatives  of  the  quar- 
terly meetings  that, 

none  that  are  raw  or  weak  and  are  not  able  to  give  a  testimony  of  the 
affairs  of  the  church  and  Truth,  may  go  on  behalf  of  the  particular 
meetings  to  the  quarterly  meetings,  but  may  be  nursed  up  in  your 
monthly  meetings." 

This  statement  is  given  here  merely  for  the  purpose  of  point- 
ing out  how  completely  the  ideas  of  Fox  were  embodied  in 
even  the  smallest  imit  of  church  organization.  There  is  ade- 
quate proof  of  their  existence  in  all  sections  occupied  by  the 
Quakers  in  Pennsylvania,  and  of  their  great  importance  in 
carrying  out  the  details  both  of  relief  work  for  the  poor,  and 
in  the  establishment  of  schools." 

There  have  been  noted  different  phases  of  the  development 
of  the  meeting  organization.  When  finally  it  was  complete  in 
all  its  parts,  there  existed  a  hierarchy  of  meetings,  the  lower 
and  smaller  imits  of  which  were  subject  to  and  under  the 


"Friends  Lib.,  117. 
^Ibid. 
"Ibid.,  125. 

"Min.  Horsham  Mo.  Mt^.,  3 — i — 1797. 
Min.  Horsham  Preparative  Mtg.,  12 — 20 — 1757. 


London 
Yearly 
Meeting 
established 


The  prepara- 
tive meeting 
the  smallest 
unit 


Details  of 
organization 
worked  out 
by  Fox 


1 8  Early  Quaker  Education  in  Pennsylvania 

direction  of  the  higher.  This  restiltant  organization  may  be 
made  somewhat  clearer  by  means  of  a  diagrammatical 
representation. 


P  represents  the  preparative 
M  the  monthly 


Q  the  quarterly 

Y  the  yearly  meetings 


Q 

M 

M 

Functions 
of  yearly 
meeting 


DDDDDD    DDDDDD    DDDD 


p  p  p 

The  above  diagram  represents  the  relation  of  the  various 
kinds  of  meetings  in  the  organization  of  the  Society  of 
Friends.  The  yearly  meeting  (Fig.  i,  Y)  is  the  general  head 
of  the  entire  organization.  Its  ftinctions  are  of  a  general 
directive  nature  and  its  influence  of  very  wide  extent.  For 
example,  it  wiU  be  shown  a  little  later  that  the  Yearly 
Meeting  of  London  issued,  very  early,  certain  commimica- 
tions  concerning  education  which  were  sent  to  each  meeting 
belonging  to  the  London  Yearly  Meeting.  In  the  same  man- 
ner it  exercised  its  influence  along  other  lines  than  education. 
There  is  no  special  virtue  in  the  number  of  meetings  repre- 
sented above;  for  example,  the  three  Q's  do  not  mean  that 
each  and  every  yearly  meeting  had  three  quarterly  meetings 
under  its  care.  The  number  is  not  specified.  In  the  case  of 
the  Philadelphia  Yearly  Meeting  there  are  at  present  nine, 
quarterly  meetings  and  two  half-yearly  meetings. ^^  The 
same  variation  is  also  true  in  the  nimiber  of  monthly  meetings 
in  a  quarter,  Cain  Quarterly  having  only  one  monthly  meet- 


"Friends  Yearbook,  19 17,  i6f. 


Meeting  Organization:  Connection  with  Education      19 


ing,  while  Western  Quarterly  has  six.^'  The  same  is  true  as 
to  the  number  of  preparative  meetings. 

The  quarterly  meeting  is  representative  of  the  monthly 
meetings  which  comprise  it.  Its  fimctions  are  chiefly  direc- 
tive and  advisory,  though  it  may  often  occur  that  a  bad  case 
of  discipline  may  be  turned  over  to  it  by  the  monthly  meeting. 
In  the  case  of  school  regulations,  its  chief  concern  was  to  pass 
on  the  recommendations  of  the  yearly  meeting  to  the  monthly 
meetings  and  to  repeat  them  frequently,  that  the  lower 
meetings  might  be  stirred  up  to  action.  ^^  It  was  also  through 
the  quarterly  meetings  that  the  reports  on  the  conditions  of 
schools  in  the  monthly  meetings  were  collected  and  sent  to 
the  yearly  meeting.  It  was  also  quite  customary  for  the 
monthly  units  to  pass  any  of  their  decisions  on  a  matter  up  to 
the  quarterly  unit  for  its  formal  approval  or  disapproval. 
Especially  is  this  marked  in  educational  affairs,  and  particu- 
larly in  the  Philadelphia  Quarter.^^  This  is  most  marked  in 
the  earliest  years  after  establishment,  and  is  due,  no  doubt, 
to  a  lack  at  that  time  of  a  very  close  differentiation  in  the 
functions  of  the  meetings. 

The  monthly  meetings  are  primarily  the  business  units  of 
the  organization.  Before  them  come  all  cases  of  care  for  the 
poor,  apprenticing  of  children,  enforcement  of  discipline, 
establishment  of  schools,  requests  for  permission  to  marry,  to 
remove  to  a  new  location  and  still  many  others.  They  may 
settle  some  of  these  finally,  or  they  may  act  in  connection 
with  their  superior  meeting  as  mentioned  above. 

The  preparative  meeting  is  the  smallest  organization  unit 
and  has  its  finger  on  the  pulse  of  the  local  community  at  all 
times.  ^®  Officially  it  acts  as  the  agent  of  the  monthly 
meeting  in  carrying  out  the  details  of  any  piece  of  work  that 
must  be  done,  and  which  the  monthly  meeting  is  willing  to 
delegate  thus  far.^"  Thus  in  the  case  of  Horsham,  for 
instance,  the  business  of  the  schools  in  the  scope  of  the  pre- 
parative meeting  is  turned  over  to  it  and  their  organization 


"Friends  Yearbook,  19 17,  l6f. 

"Min.  Phila.  Q.  Mtg.,  9 — 4—1728. 

^Ubid.,  6—30—1689. 

"Many  of  the  local  preparative  meetings  are  now  closed. 

*"Min.  Horsham  Prep.  Mtg.,  i — 27 — 1783, 


Functions 
of  the 
quarterly 
meeting 


Monthly 
meeting  the 
business 
unit 


Ftmction  of 
the  prepara- 
tive meeting 


20 


Early  Quaker  Ed-ucation  in  Pennsylvania 


Attention 
of  yearly 
meeting 
to  education 
in  1690 


and  maintenance  are  under  the  care  of  its  school  committee.*^ 
The  preparative  meeting  is  at  all  times  cognizant  of  breaches 
of  discipline  among  its  members  and  responsible  to  report 
such  to  the  monthly  meeting  for  settlement.  One  might  go  to 
great  length  to  enxmierate  and  explain  all  the  detailed  duties 
of  each  of  these  branches  of  the  organization,  but  it  is 
believed  Fufiicient  has  been  said  of  them,  to  make  their  action 
in  educational  matters  intelligible. 

We  have  noted,  somewhat  briefly  to  be  sure,  the  organiza- 
tion and  interrelation  of  the  meetings  in  the  Society  of 
Friends.  It  is  now  necessary  to  point  out  what  connection 
existed  between  this  organization  and  the  program  put  for- 
ward for  the  establirhment  of  schools.  This  will  be  done  by 
the  presentation  of  certain  extracts  from  meeting  records 
which  seem  in  all  cases  to  have  been  responsible  for  kindling 
an  interest  in  education  in  near  and  distant  meetings,  and 
keeping  that  interest  alive  by  virtue  of  many  advices  until 
some  material  results  were  forthcoming.  The  selections  pre- 
sented are  not  continuous;  they  are  chosen  because  they  are 
representative  and  illustrative  of  the  point  in  question. 

The  Yearly  Meeting  of  London  was  established  (see  page 
17)  in  1672.  Consistent  with  the  purpose  of  its  establish- 
ment, as  then  stated,  it  began  at  once  to  busy  itself  with 
certain  important  problems  of  the  church.  Among  the  first 
that  received  a  considerable  amoimt  of  attention  was  the 
education  of  the  youths  of  members  in  the  society,  which  was, 
of  course,  soon  extended  to  include  others.  For  instance,  in 
1690,  there  is  given  out  this  educational  advice. 

And,  dear  Friends,  it  is  our  Christian  and  earnest  advice  and  counsel 
to  all  Friends  concerned  (so  far  as  they  are  able  or  may  be  capable)  to 
provide  schoolmasters  and  mistresses  who  are  faithful  Friends,  to  teach 
and  instruct  their  children,  and  not  to  send  them  to  such  schools  where 
they  are  taught  the  corrupt  ways,  manners  and  fashions  of  the  world 
and  of  the  Heathen  in  their  authors  and  manners  of  the  heathenish  gods 
and  goddesses.     .     .''^ 

And  again  in  the  year  following  we  find  the  following 
advice : 


"iMin.  Horsham  School  Com.,  1792-1816,  one  vol. 
^Min.  London  Yearly  Mtg.,  4 — 9,  11 — 1690. 


I69I 


Meeting  Organization;   Connection  with  Education      21 

We  are  glad  to  hear  that  care  is  taken  in  some  places,  according  to 
former  advices,  for  the  providing  of  schoolmasters  and  mistresses  who 
are  faithful  Friends  to  instruct  Friends'  children  in  such  method  as 
Truth  allows.  And  we  desire  that  Friends  may  go  on  in  the  care  to 
provide  such  education  and  schools,  for  the  advantage  of  their  children 
and  posterity.'^ 

More  specific  instructions  follow  in  1695. 

And  it  is  desired  ...  to  take  special  care  for  the  good  education 
and  order  of  Friends'  children  in  God's  holy  fear,  .  .  .  and  also  to 
see  that  schools  and  schooolmasters  who  are  faithful  Friends,  and  well 
qualified,  be  placed  and  encouraged  in  all  counties,  cities  and  great 
towns,  or  places  where  they  may  be  needed;  and  that  such  school- 
masters, as  much  as  may  be,  sometimes  correspond  with  one  another  for  i5gc 
their  help  and  improvement  in  such  good  and  easy  methods  as  are 
agreeable  to  the  Truth  and  the  children's  advantage  and  benefit;  and 
that  care  be  taken  that  poor  Friends'  children  may  freely  partake  of 
such  education,  in  order  to  apprenticeship." 

At  a  much  later  date,  1745,  very  similar  instructions  are 
foimd  among  those  issued. 

And,  dear  Friends,  though  frequently  and  repeated  advices  have  been 
given  from  this  meeting,  respective  of  the  education  of  our  youth  in 
sobriety,  godliness  and  Christian  virtues;  yet,  this  being  a  matter  of 
very  great  moment  for  the  welfare  of  the  present  and  future  generations, 
we  think  it  our  inctmibent  duty  again  to  recommend  an  especial  care  and  1745 
therein.  .  .  .  We  also  recommend  to  schoolmasters  and  mistresses, 
to  educate  the  children  committed  to  their  charge,  in  the  frequent  read- 
ing of  those  sacred  writings  and  such  other  good  books  as  tend  to  their 
instruction  in  true  Christianity;  whereby  their  minds  are  in  danger  of 
being  corrupted  and  led  aside  from  the  way  of  truth  and  holiness.^ 

A  casual  reading  of  the  above  statements,  or  any  of  numer- 
ous others  like  them,  will  suffice  to  point  out  to  what  great 
extent  they  are  similar  to  the  statements  of  Fox  and  other 
Quakers  who  were  interested  in  education.*  For  con- 
venience, the  content  of  these  extracts  from  the  yearly  meet- 
ing minutes  may  be  stunmarized  in  something  like  the 
following : 

1.  To  educate  morally,  according  to  Friends'  standards. 

2.  To  train  the  individual  in  some  practical  employment. 


^Min.  London  Yearly  Mtg.,  4 — i,  4 — 1691. 
"/Wd.,  3—13,  17—1695. 
^Ibid.,  4—7—1745. 
*See  first  chapter. 


Early  Quaker  Education  in  Pennsylvania 


A  summary 
of  important 
points  in  the 
extracts 


Exemplified 
in  schools 
set  up 


Influence 
exerted  by 
means  of 
ministers, 
epistles  and 
tracts 


They  are  accompanied  by: 

1.  Select  schools. 

2.  Teachers  of  approved  morality. 

3.  Selected  subject  matter. 

4.  Apprenticeship  training. 

5.  Schools  to  be  in  all  communities,  the  stronger  assisting 
the  weaker.2^ 

The  influence  of  these  fundamental  ideas  about  education 
is  clearly  reflected  in  the  type  of  schools  that  were  first  set 
up  in  England.  Those  recommended  by  Fox  at  Waltham 
and  Shacklewell  in  1667,  for  both  boys  and  girls,  represent  the 
first  attempt.^  At  a  later  date,  1702,  Clerkenwell  was 
established  under  the  oversight  of  London  and  Middlesex 
Quarterly  Meetings,  and  in  the  latter  part  of  the  century  the 
Ackworth  School,  founded  by  John  Fothergill  in  1779.^^  In 
all  the  schools  established,  of  which  those  mentioned  are 
representative,  there  is  always  found  this  primary  emphasis 
on  moral  and  useful  training.^^ 

The  great  influence  of  English  Quaker  education  on  that 
in  America  was  made  secure  by  virtue  of  the  very  intimate 
relation  between  the  meetings  in  both  countries ;  this  relation 
being  constantly  maintained  through  the  traveling  ministers, 
and  tracts  and  epistles  sent  out  by  the  yearly  meetings.  The 
same  alertness,  characteristic  of  London  Yearly  Meeting  in 
these  affairs,  was  likewise  assimied  by  the  Burlington  and 
Philadelphia  Meetings,  from  whence  came  numerous  advices. 
As  concrete  evidence  of  this  close  relation  existing,  and  the 
consequent  communications,  a  few  extracts  thereof  are 
inserted. 

There  was  brought  to  this  meeting  (Middletown  Monthly)  the  last 
London  printed  epistle,  which  was  read,  containing  sundry  weighty 
advices  and  exhortations  with  some  comfortable  account  of  the  pros- 
perity of  the  Truth  in  divers  places,  as  also  the  extracts  of  our  last 
yearly  meeting  (Philadelphia)  wherein  is  recommended  amongst  other 
things,  a  half  collection  for  the  next  year,  and  some  proposals  concerning 
the  settling  of  schools  in  the  country.     .     .     P 

26Min.  London  Yearly  Mtg.,  4 — 10 — 1718. 

"Fox,  Journal,  II,  57. 

28JBi6.  of  Ackworth  School  (Eng.),  p.  VII. 

^^History  of  Ayton  School,  if. 

'"Min,  Middletown  Mo.  Mtg.,  11 — 6 — 1750. 


Meeting  Organization;  Connection  with  Education      23 

That  these  letters  of  advice  were  not  mere  formalities  but 
were  really  seriously  considered  and  acted  upon  favorably  or 
unfavorably,  as  in  the  first  case  below,  is  shown  adequately 
in  the  following: 

This  meeting  taking  into  consideration  the  proposals  of  last  yearly 
meeting  concerning  the  settling  of  schools  in  the  country,  are  of  the 
opinion  that  the  method  proposed  will  not  answer  for  the  Friends  who 
live  remote  from  each  other  in  the  country.     .     .'^ 

In  the  case  of  Darby  Monthly  Meeting,  later  in  the  cen-     tt  ^  ^  r;  • 
tury,  there  is  an  instance  in  which  the  recommendations  of     results 
the  yearly  meeting  (1778)  are  followed  most  minutely  in  the 
reorganization. 

In  consideration  of  improving  our  school,  agreeable  to  the  recommen- 
dations of  the  last  Yearly  Meeting  in  1778,  and  subsequent  advices 
down  to  this  time  having  been  spread  in  this  meeting  and  so  and  several 
remarks  made  thereon,  pointing  out  the  advantages  which  may  arise 
therefrom  to  the  present  rising  and  succeeding  ages,  and  the  loss  sus- 
tained for  the  want  thereof,  tending  to  animate  a  desire  to  pursue  the 
interesting  prospect.  It  is  therefore  now  agreed  that  in  future  five 
Friends  be  appointed  and  called  the  overseers  of  the  Darby  School,  three 
of  whom  shall  be  deemed  a  sufficient  nvunber  to  transact  any  business 
within  their  appointment,  viz. :  to  have  the  oversight  of  and  visit  the 
school,  examine  the  progress  the  scholars  make  in  their  learning,  remark 
thereon  as  appears  to  them  necessary;  inspect  the  teachers'  conduct, 
and  from  time  to  time  as  occasion  may  be,  with  the  approbation  of  the 
meeting,  agree  with  and  employ  a  teacher  or  teachers,  and  on  sufficient 
cause  appearing,  discharge  any  such  teacher  or  teachers,  as  also  any 
unruly  scholars  who  cannot  be  brought  to  submission  to  the  rules  and 
orders  of  the  school;  hear  and  determine  upon  all  differences  relative  to 
the  school  which  may  arise  between  any  teacher  and  employer,  take  into 
consideration  and  endeavor  out  after  some  eligible  plan  for  raising  a 
fund  for  the  benefit  of  the  school  and  as  way  shall  open  for  it,  pursue 
the  same  accordingly,  and  every  matter  and  thing  tending  to  promote  a 
settlement  for  a  school  agreeable  to  the  recommendations  before  cited; 
and  as  some  of  our  deceased  brothers  have  made  donations  to  this 
meeting  for  the  benevolent  purpose  of  schooling  children  of  the  poor, 
therefore,  the  aforesaid  overseers  are  hereby  empowered  and  directed  to 
receive  and  collect  from  the  trustees  thereof  for  the  time  being,  the 
.interest  arising  from  the  said  donations,  dispose  thereof  agreeable  to  the 
intentions  of  the  Donors,  and  when  necessary,  advise  and  assist  the 
trustees  in  taking  better  securities  for  the  principal,  and  as  future  dona- 
tions may  be  made  for  the  benefit  of  the  school,  the  overseers  are  directed 


"Min.  Middletown  Mo.  Mtg.,  6 — i — 1751. 


24 


Early  Quaker  Education  in  Pennsylvania 


Works  of 
Penn,  Bar- 
clay, Sewell, 
Turford,  and 
others 
distributed 


to  extend  care  therein,  as  the  same  shall  become  necessary,  and  keep 
fair  minutes  of  all  moneys  received  and  expended  and  other  matters  of 
importance  which  come  before  them,  to  be  produced  in  this  meeting 
when  called  for,  and  preceding  the  quarterly  meeting  in  the  8th  month 
annually  make  to  this  meeting  a  clear  statement  of  the  amount  received, 
expended  and  remaining  in  hand  and  outstanding  and  of  the  capital 
under  their  care;  what  donations  made  within  the  year  past  and  for 
what  purposes ;  and  of  such  other  matters  as  they  may  judge  needful  to 
enable  this  meeting  to  transmit  the  true  estate  of  the  school  to  the 
Quarterly  Meeting,  and  as  a  fundamental  of  their  proceedings  they 
transcribe  a  copy  of  their  minutes,  together  with  such  other  writings  as 
are  necessary  for  their  government  in  what  is  now  constituted  their 
cares.'^ 

A  committee  was  accordingly  appointed  and  directed  to 
choose  their  officers,  that  their  business  might  be  begun  at 
once  and  properly  performed. 

In  addition  to  the  advices  sent  out  in  the  form  of  letters 
from  the  yearly  sessions,  the  meeting  also  furthered  regu- 
larly the  distribution  of  books,  tracts  and  pamphlets, 
usually  the  expression  of  prominent  Friends,  such  as,  for 
example,  Penn's  Advice  to  His  Children,  Barclay's  Apology, 
Sewell's  History  of  Quakers,  Barclay's  Catechism,  Turford's 
Grounds  of  a  Holy  Life,  and  many  others  of  similar  nature. 
Works  of  this  kind  were  frequently  rent  over  in  lots,  some- 
times for  free  distribution,  or  to  be  sold  to  members;  as  wit- 
ness the  following: 

Joseph  Kirkbride  and  Walter  Faucit,  having  been  lately  in  London 
upon  the  service  of  Truth,  did  subscribe  for  loo  of  Barclay's  Apologies 
on  behalf  of  this  yearly  meeting,  which  the  said  meeting  approves  of; 
and  agreed  that  Samuel  Carpenter  pay  for  them  out  of  the  yearly 
meeting  stock  and  distribute  them  to  each  meeting  according  to  their 
propoition  of  books  that  they  usually  receive,  that  so  they  may  be  given 
away  by  the  several  meetings  for  the  service  of  truth." 

Sam  Nixon  informs  the  meeting  that  he  brought  from  last  quarterly 
meeting  ten  small  books,  entitled  Reflections  and  Maxims,  wrote  by 
William  Penn  and  printed  for  the  use  of  schools,  which  he  desired  us  to 
take  the  care  of  and  to  apply  to  the  use  intended  as  occasion  may 
require.'* 

Produced  at  this  meeting,  6  Barclay's  Apologies,  12  Richard  Davis' 
Journals,  7  Daniel  Stanton's  Journals,  4  Hugh  Turford's  Grounds  of  a 


'2Min.  Darby  Mo.  Mtg.,  i — 28 — 1790. 
33Min.  Phila.  Yearly  Mtg.,  7 — 24—1708. 
'^Min.  Richland  Mo.  Mtg.,  3 — 21 — 1793. 


Meeting  Organization:   Connection  with  Education      25 

Holy  Life,  8  Barclay's  Catechisms;  37  books  under  care  of  Thos.  Picker- 
ing, Thos.  Watson,  and  Robert  Kirkbride — to  lend  to  the  poor  or  others, 
as  they  think  useftd.'* 

The  foregoing  presentation  of  conditions  within  the  church 
organization,  their  method  of  interaction,  has  been  made  so 
that  the  reader  may  understand  that  whatever  activities  may 
be  later  noted  among  the  Quakers  in  Pennsylvania  in  connec- 
tion with  the  establishment  of  schools,  were  intimately  con- 
nected with  and  were  in  fact  the  result  of  the  English  influence. 

SUMMARY 

The  form  of  organization  of  the  meeting  in  the  Society  of 
Friends  was  due  to  the  needs  then  existing,  and  was  planned, 
even  to  the  smallest  unit,  by  the  founder  of  the  society.  The 
chief  purposes  of  the  organization,  when  first  begun,  were  (i) 
moral  and  religious  discipline  of  members,  (2)  assistance  to  the 
poor  among  their  number,  and  (3)  to  protect  themselves 
against  the  oppression  of  outsiders  (fimction  of  the  meeting  on 
sufferings).  The  ftmctions  of  the  higher  meeting  (yearly) 
were  chiefly  adxdsory  in  character,  while  those  of  the  lower 
meetings  (preparative)  were  to  work  out  the  details.  Educa- 
tionally, the  yearly  meeting  exercised  an  influence  very  early 
by  its  frequent  recommendations  and  the  literature  sent  to 
the  smaller  individual  meetings.  This  role  was  likewise 
assumed  by  the  BurHngton  and  Philadelphia  Yearly  Meet- 
ing.^ This  close  relationship  between  the  meetings  of 
different  order  and  the  educational  influence  is  in  part  shown 
by  extracts  taken  from  the  meeting  records. 


^^Extracts  Buckingham  Mo.  Mtg.,   12 — 2 — 1776. 
"The  two  localities  at  the  first  establishment  constituted  but  one 
yearly  meeting,  which  met  at  each  place  in  alternate  years. 


CHAPTER  III 


EDUCATIONAL  IDEALS  OF  QUAKER  LEADERS 


Criticism 

inevitable; 

beneficial 


Some  criti- 
cism based 
on  misunder- 
standing 


Certain 
doctrines 


The  criticism 
offered  by 
S.  H.  Cox 


Any  institution  one  may  name  has  its  adverse  critics.  The 
basis  of  their  criticism  is  often  ill-defined;  it  is  sometimes 
fact,  sometimes  imagination ;  it  may  spring  from  a  knowledge 
of  truth,  or  possibly  from  ignorance. 

Quakerism  has  had  many  critics  and  the  effect  of  wise 
criticism  may  be  seen  in  some  of  the  changes  from  the  old  to 
the  modem  Quakerism.  Much  of  that  which  was  unjust  and 
without  foundation  of  fact,  failed  to  have  any  effect  whatever. 
But  though  the  effect  on  the  institution  may  have  been  nil, 
it  occurs  in  some  cases  that  the  criticism  still  lives  in  the 
popular  mind  and  is  accorded  a  good  degree  of  authenticity. 
By  those  better  informed  it  may  not  be  so  considered.  It  is 
with  one  of  these  criticisms,  concerning  the  attitude  of 
Quakers  toward  education,  that  we  are  chiefly  concerned  in 
this  chapter.  Due  chiefly  to  a  misinterpretation  of  the  doc- 
trine of  inner  light  and  its  application,  which  was  mentioned 
in  the  first  chapter,  there  arose  an  erroneous  conception  of 
the  Quakers'  attitude  towards  education.  This  conception 
is  not  always-  constant;  it  varies  now  to  this  side,  now  to  that, 
but  does  not  cease  to  persist.  In  order  that  this  criticism 
may  be  put  as  clearly  as  possible  before  the  reader,  use  is 
made  here  of  a  quotation  from  the  works  of  S.  H.  Cox,  at  one 
time  a  member  of  Friends,  who  expresses  with  clearness  the 
opinion  of  a  very  conriderable  group  of  critics. 

But  there  is  one  feature  of  the  system  of  Friends  which  deserves  a 
recognition  here — its  inimical  regard  to  classical  and  scientific  learning. 
I  do  not  say  that  all  Friends  are  thus  hostile,  or  that  they  are  all  alike 
hostile  to  liberal  learning  but  I  charge  this  hostility  on  the  system. 
That  such  is  its  character,  appears  from  the  denunciation,  the  indis- 
criminate proscription  of  Barclay,  and  that  not  in  a  few  places  in  his 
book.  It  appears  in  the  general  hostility  of  Friends  to  all  colleges  and 
seminaries  where  the  elevated  branches  are  thoroughly  taught.     Not 

(26) 


Educational  Ideals  of  Quaker  Leaders  27 

one  yottng  Friend  out  of  five  hundred,  even  in  this  free  country,  ever 
obtains  a  liberal  education  in  fact  or  in  name;  certainly  never  becomes 
graduated  in  the  arts  at  any  chartered  institution,  and  where  an  instance 
occurs,  it  is  always  attended  with  special  diffiailties.  They  have  no 
college  of  liberal  science  in  the  world!  Some,  I  know,  of  the  suspected 
worldly  sort  in  Philadelphia  have  proposed  and  would  have  forwarded 
so  excellent  an  object,  but  they  were  always  awed  into  despondency  by 
the  unlettered,  all-knowing  light  within.  And  in  this,  their  obsequious- 
ness was  quite  consistent,  for  if  schools,  academies,  and  universities  are 
all  in  their  nature  wrong,  and  as  such  forbidden  of  God,  it  is  certainly 
right  to  desist  totally  and  at  cmce  from  the  prosecution  of  their  cause! 
Incidental  evils  they  will  always  include,  but  the  system  is  not  charge- 
able with  these,  unless  in  its  nature  it  approves  and  fosters  them. 
There  will  always  be,  perhaps,  hypocrites  at  the  commtmion  table  but 
Christianity  does  not  make  them,  and  the  purest  ministry  of  the  gospel 
will  often  become  a  savor  of  death  unto  death,  but  sinners  themselves 
and  not  such  a  ministry  are  to  blame  for  the  consequence.  And  so  the 
best  organized  system  of  intellectual  education  that  the  world  has  seen 
has  often  presented  the  appalling  spectacle  of  profligate  and  wicked 
students  perverting  its  privileges.  But  what  of  that?  Shall  we  bum 
our  colleges?  Why  not  our  primary  school  houses  too?  What  bene- 
ficient  institution,  what  botmty  of  the  blessed  God  is  not  perverted  and 
abused  in  this  naughty  world.     .     .     .^ 

I  cannot  leave  this  matter  without  remarking  the  power  of  education 
especially  with  Friends.  Their  mode  of  education  is  the  making  and  the 
keeping  and  the  secret  of  their  sect.  They  subdue  the  infant  conscience 
with  the  direct  rays  of  the  inward  light.  They  identify  all  divinity  and 
right  in  the  associations  of  their  children  with  the  light  within  and  it 
friendly  fruits.  Here  the  spell  commences  that  grows  with  their  growth 
and  strengthens  with  their  strength.  Investigation  is  much  akin  to 
skepticism  and  is  devoutly  precluded — but  what  worse  skepticism  it  is 
to  suppose  that  investigation  could  raze  the  foundation  of  our  faith. 
They  must  take  everjrthing  for  granted  or  see  it  in  the  light.  They 
must  wear  a  ridiculous  cut  and  color  of  clothes,  such  as  are  orthodox  or 
common  to  the  clanship  and  use  the  plain  language  and  act  like  Friends, 
and  then  if  they  feel  awkward  or  foolish,  if  their  garb  appears  ridiculous 
to  themselves,  if  their  manner  expose  them  to  jeering  and  affront,  if  they 
are  insolently  struck  (as  I  have  often)  in  the  street  by  worthless  boys  and 
cursed  as  a  "Quaker,"  if  their  effeminate  holy  whine  is  profanely  mocked, 
as  it  often  is  by  saucy  passengers,  and  if  a  thousand  other  inconveniences 
accrue,  especially  if  they  are  sometimes  asked  for  one  good  reason  for 
such  singularity  in  gratuitous  oppositon  to  mankind,  they  must  just 
bear  it  all  for  righteoasness  sake,  not  be  afraid  of  the  cross,  but  remem- 
ber early  Friends  how  much  more  they  endured  in  the  same  cause. 


'Cox,S.  H .,  Quakerism,  56-57 ;  for  similar  criticism,  see  Bugg,  Francis, 
The  Quakers  Detected,  etc.;  ako  Bowden,  History,  II,  35,  recognizes  the 
criticisms  made. 


Early  Quaker  Education  in  Pennsylvania 


Contrast 
Cox's 
statements 
above  with 
those  of  early- 
Quakers  in 
regard  to 
education 


Only  a  few 
of  the  leaders 
statements 
to  be 
considered 


Now  much  of  this  which  they  call  a  guarded  education,  is  just  the  worst 
kind  of  sorcery.  It  is  a  fascination  and  religious  tyrannizing  over  the 
blighted  attributes  of  mind.  It  is  a  system  exactly  calculated  to  pros- 
trate every  noble,  courageous  and  manly  sentiment,  and  to  transmute  a 
fine  ingenuous  boy  into  a  sorry,  sly,  and  often  simulating  creature  in  the 
form  of  a  man.^ 

It  is  not  necessary  to  discuss  directly  the  views  set  forth 
in  the  above  quotation,  as  they  are  stated  clearly  enough  in 
the  author's  own  language.  However,  in  the  following 
pages,  there  will  be  presented  the  views  on  education  of  as 
many  prominent  Friends  as  space  will  permit,  that  in  so  doing 
they  may  be  considered  in  connection  with  the  remarks  of 
their  critics  and  a  just  comparison  made.  In  presenting  the 
views  of  Quaker  educators  reference  may  be  made  to  salient 
points  in  the  criticism,  which  seem  out  of  keeping  with  the 
ideas  set  forth  and  without  foundation  as  matters  of  fact. 

There  are  quite  a  number  of  men,  in  the  brief  period 
studied,  who  stand  out  clearly  and  express  themselves 
definitely  in  favor  of  education,  though  they  do  not  consider 
it  the  first  requisite  for  a  minister  of  the  gospel.^  From  this 
number  it  wiU  be  feasible  to  select  only  a  few  for  the  chief 
consideration,  relegating  the  remainder  to  a  place  of  compara- 
tive unimportance  and  incidental  notice.  The  work  of 
George  Fox,  though  he  was  poorly  educated,  had  a  remark- 
able effect  on  the  educational  work  of  the  society.  But  it  is 
not  necessary  to  review  that  in  the  present  chapter  as  it  has 
been  presented  in  the  first.* 

By  far  the  most  familiar  of  all  characters  in  Quaker  history 
is  that  of  William  Penn.  And  to  his  influence  must  be 
attributed  largely  the  hearty  interest  in  education  shown,  not 
only  in  Philadelphia,  but  also  in  the  surrounding  communities. 
He  was  well  educated,  but  it  is  not  desired  to  make  a  caf^e  for 
or  against  him  on  the  basis  of  his  education;  let  us  judge  by 
his  written  or  spoken  expression  and  actual  procedure  in 
practice.  No  attempt  is  made  to  prove  or  disprove  his  con- 
tentions as  to  what  was  right  or  wrong,  necessary  or  imneces- 
sary  in  education.     The  questions  asked  in  his  case  and  the 


^Cox,  S.  H.,  Qtiakerism,  142-3. 

'This  point  was  further  explained  in  Chapter  I. 

<pp.  7ff. 


Educational  Ideals  of  Quaker  Leaders 


29 


others  that  follow  is:    What  did  they  approve  or  disapprove 
of  in  education? 

Not  only  in  works  that  might  be  called  strictly  educational 
did  Perm  give  educational  advice,  valuable  alike  to  youth  and 
to  parents,  the  directors  of  youth.  His  advice  to  his  children 
on  the  value  of  diligence  and  its  necessity  for  success,  and  the 
propriety  of  frugality,  even  in  the  homes  of  the  rich,  embodies 
many  of  the  most  essential  principles  in  education  at  any 
time.  It  is  especially  applicable  to  the  education  of  the 
man  of  business,  emphasizing  the  importance  of  the  practical 
duties  in  life.  Some  pointed  statements  are  especially 
worthy  of  repetition. 

Diligence  ...  is  a  discreet  and  understanding  application  of 
onesself  to  business;  ...  it  loses  not,  it  conquers  diflSculties. 
,  .  .  Be  busy  to  a  purpose;  for  a  busy  man  and  a  man  of  business 
are  two  different  things.  Lay  your  matters  and  diligence  succeeds 
them,  else  pains  are  lost.  .  .  .  Consider  well  your  end,  suit  your 
means  to  it,  and  diligently  employ  them,  and  you  will  arrive  where  you 
would  be.  .  .  .*  Frugality  is  a  virtue  too,  and  not  of  little  use  in 
life,  the  better  way  to  be  rich,  for  it  hath  less  toil  and  temptation.  .  ,  . 
I  would  have  you  liberal,  but  not  prodigal;  and  diligent  but  not  drudg- 
ing;  I  would  have  you  frugal  but  not  sordid.® 

This  bit  of  philosophy  is  educational  in  its  bearing  in  very 
much  the  same  way  as  that  of  Benjamin  Franklin. 

In  the  letters  to  his  wife  and  children,  referring  to  the  care 
for  their  education,  he  is  more  specifically  concerned  with 
actual  school  education. 

For  their  learning,  be  liberal.  Spare  no  cost,  for  by  such  parsimony 
all  is  lost  that  is  saved;  but  let  it  be  useful  knowledge  such  as  is  con- 
sistent with  truth  and  godliness,  not  cherishing  a  vain  conversation  or 
idle  mind;  but  ingenuity  mixed  with  industry  is  good  for  the  body  and 
the  mind  too.  I  recommend  the  useful  parts  of  mathematics,  as  build- 
ing houses,  or  ships,  measuring,  surveying,  dialing,  navigation;  but 
agricidture  especially  is  my  eye.  Let  my  children  be  husbandmen  and 
housewives;  it  is  industrious,  healthy,  honest  and  of  good  example,  .  .  J 

His  preference,  as  might  be  expected  from  an  Englishman 
of  that  time,  was  for  a  tutorial  system  of  education.     His 


Perm 

recommends 

practical 

virtues 


Diligence 


Frugality 


School  edu- 
cation recom- 
mended; 
the  useful 
emphasized 

Private 

tutors 

desired 


'Penn.,  Advice  to  his  Children  in  vol.  of  tracts,  II,  20. 
^Ibid. 

Tenn.,  Letters  to  Wife  and  Children;    Tracts  on  Moral  and  Religious 
subjects,  pub.  1822,  6f. 


30 


Early  Quaker  Education  in  Pennsylvania 


Public  educa- 
tion essential 
for  the  wel- 
fare of  a 
people 


His  ideals 
expressed 
in  action 


Yearly  meet- 
ing recom- 
mend French 
High  and 
Low  Dutch, 
Danish,  etc. 


reasons  therefore  seem  to  have  been  based  chiefly  on  moral 
grounds. 

Rather  have  an  ingenious  person  in  the  house  to  teach  them,  than 
send  them  to  schools ;  too  many  evil  impressions  being  received  there.* 

The  above  quotation  alone  would  seem  to  be  adequate 
proof  that  Penn  did  not  oppose  education,  but  urged  it  for 
others  and  in  his  own  fanuly.  But  still  more  convincing  and 
irrefutable  evidence  is  found  in  the  preamble  to  this  school 
charter,  whence  an  extract  is  taken. 

Whereas,  the  prosperity  and  welfare  of  any  people  depend  in  great 
measure  upon  the  good  education  of  youth,  and  their  early  instruction 
in  the  principles  of  true  religion  and  virtue,  and  qualif  jdng  them  to  serve 
their  country  and  themselves,  by  breeding  them  in  writing  and  reading 
and  learning  of  languages,  and  useful  arts  and  sciences,  suitable  to  their 
sex,  age  and  degree;  which  cannot  be  eflEected  in  any  manner  or  so  well 
as  by  erecting  public  schools  for  the  purposes  aforesaid,  therefore.  .  .  .' 

If,  as  must  be  admitted,  the  previous  statement  points  out 
the  lack  of  any  opposition  to  the  ordinary  rudimentary  edu- 
cation that  is  necessary  for  the  everyday  walks  of  life,  the 
last  one  certainly  does  the  same  in  reference  to  hi?  attitude 
towards  a  higher  classical  education.  Moreover,  this  is  not 
a  mere  skeleton  of  words  never  clothed  with  the  flesh  of 
action.  The  principles  set  forth  in  the  charter  were  actually 
incorporated  in  the  work  of  the  schools  established  in  Phila- 
delphia, and  we  find  them  maintaining  a  classical  school  for 
languages  and  higher  mathematics.^"  The  practical  elements 
received  the  just  emphasis  which  belonged  to  them;  it  was 
necessary  that  the  boys  and  girls  be  made  able  to  earn  a 
living  and  be  at  least  ordinarily  intelligent  citizens.  The 
example  of  Philadelphia  was  followed  by  other  communities ; 
practical  needs  were  given  the  fir.'-t  consideration  and  a  higher 
classical  education  offered  when  it  became  possible.  Not 
only  were  these  studies,  which  we  wotdd  term  higher  educa- 
tion, mentioned  by  Penn  and  other  writers  among  Quakers, 
but  they  were  taken  up  and  recommended  by  the  yearly 
meeting.  For  example,  in  1737,  the  minutes  recommend 
that  as  opportunity  can  be  found,  children  should  be  privi- 

*Penn.,  Letters  to  Wife  and  Children;  Tracts  on  Moral  and  Religiotts 
subjects,  pub.  1822,  6f. 
'Friends  Library,  V,  208. 
'"Minutes  Philadelphia  Mo,  Mtg.,  7 — 30 — 1779,  151. 


Educational  Ideals  of  Quaker  Leaders 


31 


legedto  learn  "French,  High  and  Low  Dutch,  Danish,  etc."" 
This  particular  recommendation  was  made  by  the  meeting 
because  of  a  felt  need.^  If  then  in  case  of  a  need  for  a  par- 
ticular subject,  they  were  willing  to  recommend  that  it  be 
taught,  can  it  be  truly  said  that  they  opposed  all  education? 
It  may  be  well  to  examine  Barclay,  since  it  is  with  him  and 
his  writings  that  Cox  takes  issue.  In  his  Apology  for  Chris- 
tian Divinity  Vindicated  is  tobefoimd  a  very  clear  statement 
of  his  position  on  the  subject,  and  he  voices  it  as  the  principle 
of  the  whole  society  as  well.  He  seems  to  be  answering 
some  critic,  who  has  taken  him  to  task  for  his  educational 
views: 

He  goes  on  after  his  usual  maimer  saying,  I  inveigh  against  all  human 
learning  that  has  been  made  use  of  any  ways  in  Theology;  -  but  where  he 
finds  this  asserted  I  know  not,  whether  the  words  he  would  declare  it 
from,  to  wit:  that  man  hath  rendered  the  plain  and  naked  truth 
obscure  and  mysterious  by  his  wisdom,  will  bear  such  a  consequence  is 
left  to  the  reader's  judgment.  But  he  thinks  he  has  found  out  our 
secret  design  of  being  against  learning  and  schools  of  learning,  which  is 
neither  our  affirmation  nor  our  principle,  but  his  own  false  supposition. 
We  would,  saith  he,  have  all  those  banished,  thsCt  we  might  more  easily 
prevail  with  our  errors.  But  methinks  the  man  should  be  more  wary 
in  venting  his  own  false  imaginations,  unless  he  would  bring  some  ground 
for  them ;  for  his  assertion  is  so  far  imtrue,  that  if  he  had  been  rightly 
informed,  he  might  have  known  that  we  have  set  up  schools  of  learning 
for  teaching  of  the  languages  and  other  needful  arts  and  sciences,"  and 
that  we  never  denied  its  usefulness;  only  we  denied  it  be  a  qualification 
absolutely  necessary  for  a  minister,  in  which  case  alone  we  have  opposed 
its  necessity.** 

Another  character  of  very  great  importance  in  this  connec- 
tion is  Anthony  Benezet.  Born,  17 13,  at  St.  Quentin  in 
France,  of  "an  ancient  and  respectable  family"  he  spent  his 
early  years  in  France  and  then  in  Holland,  whither  his  father 
had  fled  for  refuge.^^  A  few  months  were  spent  in  Rotterdam 
and  the  family  then  moved  to  London  where  the  father 
entered  into  the  mercantile  business  and  retrieved  to  some 
extent  his  fallen  forttmes.     This  enabled  him  to  give  Anthony 

"Extracts  London  Yearly  Meeting  Minutes  and  Advices,  pub.  1802, 
124. 
"Necessary  for  use  of  missionaries  in  foreign  fields. 
"Schools  established  in  England. 
"Barclay,  Apology,  11. 
"Vaux,  Memoirs  of  Benezet,  lo-ii. 


Barclay's 

position 

defined 


In  his 
A  pology 


Benezet's 
early  life  and 
education 


32 


Early  Quaker  Education  in  Pennsylvania 


Education 
a  function  of 
government, 
but  often 
neglected  as 
such;   hence 
individual 
effort 
necessary 


Children 
represent 
"capital"; 
they  must 
be  educated 


siifficient  education  to  qualify  him  for  that  busiress,  for 
which,  however,  he  seemed  to  evince  but  little  taste.  Being 
of  a  very  religious  nature,  he  became  a  member  of  Friends  at 
about  fourteen  years  of  age,  and  in  that  society  found  the 
field  of  his  whole  life's  activity,  which  was  chiefly  educa- 
tional.^^ Considerable  space  will  be  devoted  to  his  work  in 
respect  to  the  education  of  Negroes,  so  that  will  be  entirely 
omitted  in  this  place. ^'  He  was  a  voltmiinous  writer,  pro- 
ducing chiefly  tracts  and  letters,  and  a  great  majority  of  these 
have  a  definite  educational  bearing.  Because  of  the  great 
nimiber  of  them  it  is  impossible  really  to  do  them  justice, 
but  an  attempt  will  be  made  to  state  a  few  brief  theses  for 
which  he  unchangingly  stands. 

First,  education  is  a  religious  and  social  duty.^^  It  is 
exceedingly  interesting  to  notice  that  he  looks  upon  education 
as  in  the  first  place  a  governmental  function,  ij  the  govern- 
ments of  this  world  were  influenced  by  true  wisdom,  they  would 
make  the  proper  education  of  youth  their  first  and  special  care;^^ 
but  since  governments  have  neglected  to  do  this,  it  occurs  to 
him  that  it  is  a  service  for  which  Quakers  are  remarkably  well 
fitted.  It  is  a  service  for  which  the  wage  is  very  small  and 
which  secures  no  return  of  special  social  favors  for  the  laborer. 
But  they,  being  a  quiet  people,  not  wishing  to  gain  great 
wealth  or  to  shine  in  social  positions,  can  find  their  sphere  of 
activity  in  the  education  of  the  youthful  members  of  society. 

Second,  a  special  care  in  the  education  of  the  poor  is  urged.^** 
This  should  become  the  duty  and  secure  the  interest  of  the 
well-to-do  public  spirited  man,  for  if  the  upper  class  does  not 
safeguard  it,  they  cannot  be  educated.  The  poor  child 
represents  so  much  unimproved  property,  the  owner  being 
unable  to  improve  it,  which,  if  taken  over  by  philanthropists, 
may  become  of  some  consequence  to  himself  and  perform 
great  services  for  society  at  large.  Such  a  movement  would, 
besides  being  a  great  aid  to  the  poor  and  uneducated,  be  also 
a  worthy  occupation  for  those  who  at  present  have  nothing 


'*Vaux,  Memoirs  of  Benezet,  13. 

"Chapter  on  Negro  Education,  pp.  235f. 

i*Letter  to  Samuel  Fothergill.     Friends  Library,  IX,  220. 

^^Ibid.,  221. 

^"Ibid. 


Educational  Ideals  of  Quaker  Leaders 


33 


but  time  and  money  to  spend.  It  would  help  them  to  realize 
that  there  is  something  real  in  the  world,  something  greater 
than  wealth  and  broader  than  religious  denominations.  The 
heart  of  Benezet  knew  no  bounds;  in  his  philanthropy  he 
included   all   classes. 

Third,  a  definite  stand  is  made  for  higher  standards  for 
teachers. 

I  do  not  know  how  it  is  amongst  you,  but  here  any  person  of  tolerable 
morals,  who  can  read  and  write,  is  esteemed  svifficiently  qualified  for  a 
schoolmaster;  when  indeed,  the  best  and  wisest  men  are  but  sufficient 
for  so  weighty  a  charge.*' 

He  endeavors  to  show  that  the  work  of  a  teacher  is  pleasant 
and  should  interest  a  better  class  of  masters  than  it  has  in  the 
past.  The  experiences  of  Benezet  in  the  school  work  were  of 
most  pleasant  nature.  Not  only  by  his  own  statement,  but 
judged  also  by  the  accounts  given  in  his  memoirs  by  Robert 
Vaux,  it  seems  that  he  was  tmusually  kind  and  sympathetic 
as  a  master,  which  won  him  the  greatest  respect  of  his  pupils.^ 
The  tasks  of  schoolteaching  are  only  unpleasant  when  being 
performed  merely  for  the  sake  of  the  wage  obtained.  Those 
who  attempt  to  teach  large  numbers  for  the  sake  of  a  large 
income  find  it  disagreeable;  they  form  the  class  of  teachers 
against  whom  he  would  discriminate.^  Add  to  these  three 
principles,  his  great  contribution  toward  the  freedom  and 
education  of  the  Negroes,  his  long  life  of  service,  and  we  have 
all  for  which  he  lived.  It  is  stated  that  he  had  no  private 
life;  at  any  rate  it  sinks  into  oblivion  in  comparison  with 
his  interest  and  active  work  in  public  philanthropies.^* 

The  educational  influence  of  John  Woolman  in  regard  to 
Negro  and  Indian  education  will  be  mentioned  in  another 
chapter,25  but  concerning  education  generally  he  was  equally 
outspoken,  and  being  a  member  of  some  consequence  he  was 
able  to  make  his  influence  felt.  Like  Benezet,  he  regarded 
education  as  a  social  duty,  both  to  each  individual  and  to  the 
community  of  individuals.     This  duty  could  not  be  per- 


"Vaux,  Memoirs  of  Benezet,  15-16. 

"^Friends  Library,  IX,  221. 

"^Vaux,  Memoirs  los. 

*^See  chapter  on  negro  education,  pp. 2 34 f. 


John  Wool- 
man,  his 
position  in 
regard  to 
education 


34 


Early  Quaker  Education  in  Pennsylvania 


The  responsi- 
bility of 
tutors  and 
parents 


Tuke,  White- 
head, Crouch 
as  advocates 
of  education 


formed  by  immoral  tutors,  and  schoolmasters,  for  the  pupil 
could  be  made  to  rise  no  higher  than  the  master;  so  the 
result  would  be  an  immoral  society.^®  The  responsibility, 
in  the  last  analysis,  for  the  right  conduct  of  schools  falls  upon 
the  parents.  If  they  are  indifferent,  nothing  can  be  accom- 
plished for  the  schools,  for  the  whole  community  is  no  better 
or  more  insistent  in  its  demands  than  the  individuals  con- 
stituting it.  For  this  reason  he  urges  individual  philanthropy 
to  come  to  the  aid  of  the  school?,  which  are  badly  neglected; 
those  who  possess  wealth  can  do  no  better,  for,  as  he  says: 

Meditating  on  the  situation  of  schools  in  our  provinces,  my  mind  hath, 
at  times,  been  affected  with  sorrow,  and  under  these  exercises  it  hath 
appeared  to  me,  what  if  those  that  have  large  estates  were  faithful 
stewards,  and  laid  no  rent  or  interest  nor  other  demand,  higher  than  is 
consistent  with  universal  love;  and  those  in  lower  circumstances  would 
under  a  moderate  employ,  shun  unnecessary  expense,  even  to  the 
smallest  article;  and  all  unite  humbly  in  seeking  the  Lord,  he  would 
graciously  instruct  and  strengthen  us,  to  relieve  the  youth  from  various 
snares,  in  which  many  of  them  are  entangled.*^ 

If  to  this  list  of  advocates  of  education,  it  is  necessary  to 
add  others,  mention  should  be  made  of  Henry  Tuke,  George 
Whitehead,  and  William  Crouch.  In  defending  certain 
differences  between  the  Quaker  doctrine  and  that  of  other 
denominations,  the  former  discusses  this  one,  in  not  consider- 
ing human  learning  essential  to  a  minister  of  the  gospel}^  The 
reasons  adduced  are  chiefly  biblical ;  the  knowledge  of  htmian 
literature  is  not  recommended  by  the  New  Testament  as 
being  necessary  for  a  minister,  and  this  is  considered  con- 
clusive proof.  Moreover,  it  is  pointed  out  that  Paul,  though 
a  well  educated  man,  disclaimed  the  value  of  his  education 
for  that  service,  and  wished  always  to  appear  to  the  people 
as  an  unlettered  man  of  God.^°  But  Tuke  goes  on  to  explain 
that  though  it  is  not  essential  for  a  minister,  learning  is  not 
unesteemed  nor  its  usefulness  slighted.'"  Members  are 
desired  to  direct  their  attention  to  education,  for  a  right  use 
of  it  may  promote  religion  and  benefit  civil  society.'^    That 


2«Woolman's  Works,  305-6. 
"Tuke,  Works,  III,  95  ff. 
^''Corinthians,  Chap.  2:1-5. 
""Tuke,  Works,  III,  95  ff. 


Ubid. 


Educational  Ideals  of  Quaker  Leaders 


35 


the  use  of  Latin  and  Greek  is  not  decried  may  be  seen  in  the 
work  of  Penn  and  Whitehead,  who  were  both  scholars,  and 
whose  works  are  full  of  classical  references  and  illustrations. 
In  one  instance  their  chief  argument  against  swearing  is 
produced  from  certain  references  to  the  works  of  Socrates 
and  Xenocrates,  pointing  out  that  the  Greeks  were  aware  of 
a  higher  "righteousness  excelling  that  of  the  legal  Jews.'^ 
The  same  point  of  view  with  reference  to  a  knowledge  of  the 
classics  is  taken  by  William  Crouch,  as  is  imderstood  at  once 
by  this  statement: 

They  acknowledge  the  understanding  of  languages,  especially  of 
Hebrew,  Greek  and  Latin,  formerly  was  and  still  is  very  useful,  yet  they 
take  them  not  therefore  to  be  necessary  to  make  a  minister  nor  so 
profitable  as  that  one  unacquainted  with  them  must  be  styled  an  idiot, 
illiterate  and  of  no  authority.'' 

Moreover,  from  various  sources  one  is  assured  that  a  classi  - 
cal  education  was  not  abhorred  by  the  Quakers  of  Philadel- 
phia. The  work  offered  in  the  classical  school  was  for  any 
one  who  had  the  ability  to  do  it  and  its  attainment  was 
encouraged  by  Friends.  The  higher  education  was  for  girls 
as  well  as  for  .boys,  as  we  may  judge  from  reading  the  journal 
kept  by  Sally  Wister  (or  Wistar),  a  Quaker  girl  of  the  days 
of  the  Revolution.^  She  attended  the  school  kept  by 
Anthony  Benezet,*  which  was  one  of  the  highest  class,  moral 
and  literary,  and  patronized  by  the  best  classes  of  the  citizens. 
Extracts  from  her  Journal  indicate  that  her  education  had 
not  been  limited  to  the  mere  rudiments,  but  that  she  enjoyed 
also  an  elementary  knowledge,  at  least,  of  Latin  and  French.'^ 
This  sort  of  education  was  clearly  not  uncommon  among 
Friends  and  it  was  not  the  object  of  opposition  on  their  part. 
It  must,  however,  be  kept  in  mind  that  the  Quakers  never 
confused  education  necessarily  with  true  Christianity.^ 
Religion  in  this  life  and  the  salvation  of  one's  soul  in  the  next 
was  a  problem  which  concerned  the  poor  as  well  as  the  rich, 
thetmtutored  as  well  as  the  learned.     How  could  the  demands 


''The  Christian  Quaker,  i8i. 
^'Crouch,  W.,  Collection  of  Papers  of,  183. 
"Wister,  SaUy,  Journal,  13-14. 
*EstabUshed  1754  (M.  P.  C.  S.,  I,  117.) 

'•Phipps,  Original  and  Present  SUUe  of  Man,  90. 


The  Latin 
School  of 
Philadelphia 
exemplifies 
contention  of 
those  quoted 
the  above 


36 


Early  Quaker  Education  in  Pennsylvania 


Education  an 
asset;    but 
apt  to  be 
perverted 


Scheme  of 
education 
suggested  by 
Thomas 
Budd 


Children 
to  be  in 
public  school 
seven  years 
or  more 

To  receive 
instruction 
in  the  arts 
and  sciences 
and  to  learn 
a  trade 


be  greater  for  one  than  the  other;  the  same  tests  had  to  be 
met  and  passed  by  all,  the  educated  one  received  no  favors 
though  more  might  be  expected  of  him.'^  Education  was 
looked  upon  as  an  asset  which  might  be  turned  to  great  use 
for  Christianity,  but  the  lack  of  it  was  never  a  bar  to  Chris- 
tianity.^^ On  the  other  hand,  education  might  easily 
become,  according  to  the  Quakers'  views,  a  definite  hindrance 
to  Christianity.'^ 

It  would  be  quite  improper  in  connection  with  this  subject 
to  fail  to  mention  the  scheme,  Utopian  in  that  day,  which  was 
conceived  in  the  mind  of  Thomas  Budd,  for  the  development 
of  a  system  of  education  for  Pennsylvania  and  New  Jersey. 
At  the  very  outset  it  seems  more  comprehensive  than  any- 
thing suggested  by  any  other  leader,  and  in  fact  it  embodied 
so  much  that  it  was  quite  beyond  the  limit  of  expectation  for 
either  of  the  colonies.  Thomas  Budd,  though  not  at  first  a 
member  of  Friends,  became  convinced  of  the  justice  of  their 
principles  and  joined  the  society  before  the  year  1678.*° 
He  was  a  man  of  affairs  and  became  greatly  interested  in  the 
colonization  of  Pennsylvania  and  New  Jersey,  whither  he 
soon  came  as  a  colonist  himself.  At  that  time  it  was  equally 
true,  as  at  the  present,  that  if  a  scheme  or  imdertaking  was  to 
be  put  through,  it  must  be  made  as  attractive  as  possible  to 
the  prospector.  The  attempt  to  do  this  called  forth  a  con- 
siderable exercise  of  individual  initiative,  and  one  result  was 
the  educational  plan  outlined  by  Thomas  Budd  and  published 
in  Philadelphia  in  1685.  The  details  of  the  scheme  as  out- 
lined are  deemed  of  sufficient  interest  and  importance  to 
warrant  their  reproduction  here. 

1 .  Now  it  might  be  well  if  a  law  were  made  by  the  Governors  and 
General  AssembUes  of  Pennsylvania  and  New  Jersey,  that  all  persons 
inhabiting  the  said  provinces,  do  put  their  children  seven  years  to  the 
Public  School,  or  longer,  if  the  parent  please. 

2.  That  schools  be  provided  in  all  towns  and  cities,  and  persons  of 
known  honesty,  skill  and  understanding  be  yearly  chosen  by  the  Gov- 
ernor and  General  Assembly,  to  teach  and  instruct  boys  and  girls  in  all  the 
most  useful  arts  and  sciences  that  they  in  their  youthful  capacities  may 

'^Phipps,  Original  and  Present  State  of  Man,  65. 

^^Ibid.,  90. 

^Ubid. 

^''Budd,  Good  Order  Established,  p.  9. 


Educational  Ideals  of  Quaker  Leaders 


37 


be  capable  to  understand,  as  the  learning  to  read  and  write  true  English 
and  Latin,  and  other  useful  speeches  and  languages,  and  fair  writing, 
arithmetic  and  bookkeeping;  the  boys  to  be  taught  and  instructed  in 
some  mystery  or  trade,  as  the  making  of  mathematical  instruments, 
joinery,  turnery,  the  making  of  clocks  and  watches,  weaving,  shoemaking 
or  any  other  useful  trade  or  mystery  that  the  school  is  capable  of  teach- 
ing; and  the  girls  to  be  taught  and  instructed  in  spinning  of  flax  and 
wool,  and  knitting  of  gloves  and  stockings,  sewing,  and  making  of  all 
sorts  of  useful  needlework,  and  the  making  of  straw  work,  as  hats, 
baskets,  etc.,  or  other  useful  art  or  mystery  that  the  school  is  capable 
of  teaching. 

3.  That  the  scholars  be  kept  in  the  morning  two  hours  at  reading, 
writing,  bookkeeping,  etc,  and  other  two  hours  at  work  in  that  art, 
mystery  or  trade  that  he  or  she  most  delighteth  in,  and  then  let  them 
have  two  hours  to  dine,  and  for  recreation  and  in  the  afternoon  two 
hours  at  reading,  writing,  etc.,  and  the  other  two  hours  at  work  at  their 
several  employments. 

4.  The  seventh  day  of  the  week  the  scholars  may  come  to  school  only 
in  the  forenoon,  and  at  a  certain  hour  in  the  afternoon  let  a  meeting  be 
kept  by  the  schoolmasters  and  their  scholars,  where  good  instruction  and 
admonition  is  given  by  the  masters  to  the  scholars  and  thanks  returned 
to  the  Lord  for  his  mercies  and  blessings  that  are  daily  received  from 
him,  then  let  a  strict  examination  be  made  by  the  masters,  of  the  con- 
versation of  the  scholars  in  the  week  past,  and  let  reproof,  admonition 
and  correction  be  given  to  the  offenders,  according  to  the  quantity  and 
quality  of  their  faults. 

5.  Let  the  like  meetings  be  kept  by  the  school  mistresses,  and  the 
girls  apart  from  the  boys.  By  strictly  observing  this  good  order  our 
children  will  be  hindered  from  running  into  that  excess  of  riot  and 
wickedness  that  youth  is  incident  to,  and  they  will  be  a  comfort  to  their 
tender  parents. 

6.  Let  one  thousand  acres  of  land  be  given  and  laid  out  in  a  good 
place,  to  every  public  school  that  shall  be  set  up,  and  the  rent  or  income 
of  it  to  go  towards  the  defraying  of  the  charge  of  the  school. 

7.  And  to  the  end  that  the  children  of  the  poor  people,  and  the 
children  of  Indians  may  have  the  like  good  learning  with  the  children 
of  the  rich  people,  let  them  be  maintained  free  of  charge  to  their  parents, 
out  of  the  profits  of  the  school,  arising  by  the  work  of  the  scholars,  by 
which  the  poor  and  the  Indians  as  well  as  the  rich,  will  have  their 
children  taught,  and  the  remainder  of  the  profits,  if  any  be  to  be  dis- 
posed of  in  the  building  of  the  schoolhouses  and  improvements  on  the 
thousand  acres  of  land,  which  belongs  to  the  school.^' 

The  author  does  not  claim  to  be  entirely  original  in  his 
scheme,  having  been  influenced,  he  says,  by  a  similar  thing 

"Budd,  Good  Order  Established,  p.  43  ff. 


Eight  hours 
per  day 
allotted  to 
studies  and 
chosen  trade 

Regular 
school  work 
five  and  one- 
half  days 
per  week; 
moral  in- 
struction on 
Saturday 

Similar 
arrangement 
for  girls 
educated 
separately 

Land 

endowment 
for  schools 

Indians  and 
the  poor  to 
be  educated 
free  of  cost 


38 


Early  Quaker  Education  in  Pennsylvania 


The  indus- 
trial and 
commercial 
values  to  be 
derived  are 
pointed  out 


Scheme  to  be 
encouraged 
by  the 
government 


Essential 
points  urged 
in  the 
scheme 


The  lack  of 
govern- 
mental sup- 
port;   sup- 
plied through 
meetings  of 
Quakers 


described  by  Andrew  Yarenton  in  a  book,  England's  Improve- 
ments by  Sea  and  Land.^  His  chief  interest  seems  to  be  in 
the  benefit  to  be  derived  for  the  commercial  life  of  the 
colonies,  and  for  that  reason  there  is  accordingly  a  great 
stress  on  the  industrial  education.  By  this  introduction  of 
the  industrial  schools,  spinning  for  example,  in  the  larger 
cities  and  the  preparation  of  children  at  an  early  age  for 
participation  in  that  great  occupation,  the  production  of 
linen  cloth  could  be  made  equal  not  only  to  the  domestic 
demands  but  also  a  considerable  margin  for  the  foreign 
trade.^  It  is  pointed  out  that  the  colordal  consumer  pays 
twice  as  much  for  his  purchase  as  its  cost  of  production  in 
France  or  Germany,  and  that  he  pays  this  extra  cost  into  the 
coffers  of  the  English  merchants.  This  profit  should  accrue 
to  the  home  merchants. 

The  educational  and  also  the  industrial  scheme  is  to  receive 
the  backing  of  the  colonial  government.  It  is  recommended 
that  laws  be  passed  for  the  encouragement  of  linen  manufac- 
turers and  that  farmers  "that  keep  a  plow"  should  sow  an 
acre  of  flax  and  two  of  hemp,  with  which  to  supply  the  manu- 
facturers.** Educational  support  by  the  government  was  not 
secured,  as  is  ampl}'-  evidenced  by  the  tmsurpassed  develop- 
ment of  private  and  parochial  schools  of  all  denominations. 
The  churches  were  the  sponsors  for  education.  It  is  worthy 
of  note,  however,  that  the  elements  emphasized  by  Budd,  (i) 
education  in  the  arts  and  sciences  for  all  those  capable  of  it, 
(2)  industrial  education  for  a  trade  for  every  one,  (3)  moral 
and  religious  training,  and  (4)  equal  educational  opportuni 
ties  for  poor  and  rich  or  otherwise  unfavored  classes,  are  the 
same  as  those  urged  officially  by  the  Quakerf-.*° 

Far  from  receiving  governmental  support,  it  was  necessarj'^ 
that  the  schools  be  supported  by  individual  or  small  group 
enterprise.  The  society  recognized  this,  and  it  is  stated  in 
the  organization  of  the  church  that  the  duty  of  the  monthly 
meeting  is  to  provide  for  the  subsistence  of  the  poor  and  for 
their  education.'^    Furthermore  it  is  recommended  that  all 


*2Budd,  Good  Order  Estahlishsd,  p.  43ff. 
^Ihid.  ^^Ihid. 

*^Ibid.     Friends  Library  I,  435. 
*^Summary  of  Doctrines  of  Friends,  23-24. 


Educational  Ideals  of  Quaker  Leaders 


39 


special  bequests  of  Friends  be  kept  as  a  distinct  fund  for  the 
purpose  originally  intended  by  the  donor,  and  that  if  expended 
for  any  other  purpose,  it  must  be  again  made  up  by  the 
quarterly  meeting.*^  One  of  the  most  frequent  uses  desig- 
nated, judging  from  the  records,  seems  to  have  been  the 
educational.*^ 

The  reader  may  have  perused  the  foregoing  pages  with 
more  or  less  interest;  a  curiosity  may  have  been  aroused 
concerning  the  present-day  attitude  of  Friends,  educationally. 
Have  they  experienced  any  considerable  change?  The  insti- 
tutional evidences  of  their  continued  interest  are  familiar 
enough  to  the  educationist.  But  what  is  the  attitude  within 
the  schools:  Is  instruction  stiff  and  more  formal  there  than 
in  the  public  schools,  and  what  can  be  said  of  the  progress 
among  the  teachers?  To  answer  all  of  these  questions  and 
similar  ones  is  not  the  ptirpose  of  this  present  work.  And  in 
the  following  excerpt,  taken  from  an  expression  drawn  up  by 
a  body  of  teachers,  it  is  not  hoped  to  find  conclusive  proof  of 
this  or  that,  but  perhaps  it  may  be  taken  as  a  fairly  reliable 
indication  of  the  present  professional  attitude. 

The  teachers'  subjects  are  not  Mathematics,  nor  Latin,  nor  Scripture, 
nor  Quakerism — they  are  boys  and  girls.  The  information  imparted  is, 
in  a  sense,  a  minor  matter:  the  growth  of  the  mind  that  assimilates 
it  is  all-important — growth  in  keenness,  efficiency  and  power.     .     . 

To  the  Society  at  large  we  would  put  forward  this  view  that  the 
principles  urged  above  are  deserving  of  careful  consideration  in  making 
any  forward  move.  The  quality  of  the  teaching  given  in  our  schools  is 
in  a  measure  in  the  hands  of  Friends;  they  have  raised  admirable 
buildings  in  many  places — these  are  a  small  matter  compared  with  the 
character  of  the  staff.  The  freedom  of  the  teacher,  which  is  in  indis- 
pensable condition  of  excellence  is  a  gift  they  can  grant  or  withhold. 
And  that  we  who  are  responsible  for  the  term  of  school  life  may  have 
the  best  chance  and  the  best  reward,  we  would  press  upon  Friends  the 
need  of  laying  foundations  and  awakening  interest  in  the  days  of  child- 
hood, and  of  turning  to  best  account  the  powers  of  those  who  go  forth 
from  our  schools.*' 


Have  Quaker 
schools  kept 
pace  with 
the  public? 


The  pupil 
as  an 

individual 
to  be 
emphasized 


Well- 
equipped 
teachers 
needed; 
and  their 
academic 
freedom 
essential 


*'' Friends  Library,  1, 135 ;  Accounts  of  expenditures  from  the  J.  Walton 
Fund,  II,  p.  I.     (Richland  Monthly  Meeting.) 

**Religious  Instructions  in  Our  Schools.     No.  9  of  a  vol.  of  pamphlets. 


40 


Early  Quaker  Education  in  Pennsylvania 


Summary 
of  Cox's 
position 


Summary 
of  points 
maintained 
by  certain 
Quaker 
leaders 


SUMMARY 

This  chapter  treats  of  the  attitude  of  Friends  towards  educa- 
tion. At  the  beginning  there  is  presented  a  criticism  of 
S.  H.  Cox,  which  is  a  concrete  example  of  the  type  of  criticism 
referred  to  in  these  pages.  Following  thi^  there  are  presented 
the  educational  views  of  several  Friends, — Penn,  Barclay, 
Benezet,  Woolman,  Whitehead,  Crouch,  Tuke,  and  Thomas 
Budd,  in  order  that  the  readei  may  judge  of  the  truth  or  error 
presented  in  the  criticism.  The  chief  points  made  in  Cox's 
criticism  are:  (i)  hostility  of  the  Quaker  system  to  classical 
education,  (2)  general  hostility  of  the  Friends  to  colleges  and 
seminaries  of  learning,  and  (3)  that  the  "light  within"  was 
sufficient  without  any  education. 

From  the  material  next  presented  it  is  shown  that :  (i)  Penn 
recommended  both  practical  and  higher  education,  (2)  useful 
arts  and  sciences  are  recommended  to  be  taught  in  public 
schools,  (3)  the  classics  were  introduced  a?  a  part  of  the 
curriculum  in  the  Penn  Charter  School,  and  also  in  other 
schools  established  by  the  society,  (4)  Barclay  explains  that 
the  society  holds  a  classical  education  not  absolutely  neces- 
sary for  a  minister,  though  it  is  useful,  (5)  the  learning  of 
languages  is  recommended  by  the  London  Yearly  Meeting, 
(6)  education  is  advocated  by  Benezet  as  a  religious  and 
social  duty;  the  educg,tion  of  the  poor  and  unfortunate 
classes  and  races  is  urged;  a  higher  education  for  school- 
masters is  recommended,  (7)  Woolman  urges  the  education 
of  Negroes  and  Indians  as  a  social  duty;  the  responsibility 
is  placed  on  the  individual,  (8)  Crouch  states  that  Hebrew, 
Greek,  and  Latin  are  recognized  as  useful  and  are  not  opposed 
when  taught  for  that  purpose,  (9)  Budd,  one  of  the  early 
Quakers  in  Pennsylvania,  introduced  a  very  comprehensive 
and  Utopian  scheme  for  (a)  industrial  education  and  (b) 
higher  education,  proposing  to  organize  it  under  the  control 
of  the  General  Assembly,  and  (10)  indications  are  that 
progress,  within  the  teaching  body  in  Friends'  institutions,  is 
quite  comparable  with  that  of  other  institutions,  though  there 
is  no  attempt  to  produce  conclusive  evidence  either  to  that 
effect  or  the  contrary. 


CHAPTER  IV 
EDUCATION   IN   PHILADELPHIA* 

On  ye  27th  day  of  October,  1682,  arrived  before  ye  Towne  of  New 
Castle  from  England,  William  Penn,  Esqe.,  whoo  produced  twoo  deeds 
of  feofment  for  this  Towne  and  twelve  myles  about  itt,  and  also  for  ye 
twoo  lower  counties,  ye  Whoorekills  and  St.  Jones's — wherefore  ye  said 
William  Penn  received  possession  of  ye  Towne  ye  28th  of  October,  1682.1 

It  is  probable  that  Perm  reached  Philadelphia  in  the  latter 
days  of  October  or  the  early  part  of  November,^  though  no     -pj^g  ^^^^ 
student  of  Philadelphia  history  has  yet  been  able  to  settle  the     of  Penn's 
question  of  the  day  absolutely.     Tradition  says  he  came  up     coming 
the  river  in  an  open  boat  and  landed  at  the  landing  on  Dock     disputed 
Street  near  the  new  tavern,  the  Blue  Anchor,  which  had  just 
been  erected  by  George  Guest,  a  Quaker.^    The  formal  cere- 
mony of  transferring  the  territory  which  had  been  arranged 
between  Penn  and  the  Duke  of  York  before  leaving  England,* 
was  accomplished  with  the  Duke's  commissioners,  Moll  and 
Herman,*  and  the  official  debut  of  Pennsylvania  in  colonial 
society  was  no  longer  a  hope  but  a  reaHty. 

The  foundation  of  the  colony's  educational  institutions 
had,  however,  not  been  delayed  till  the  formalities  of  "mak- 
ing" a  colony  were  over.     Education  received  early  consider- 


*In  this  chapter  a  chronological  organization  is  followed. 

'Quoted  from  Watson,  Annals,  I,  15.  (From  New  Castle  Records.) 
(Proud's  statement  of  the  24th  is  said  by  some  to  be  a  typographical 
error.)  The  writer  has,  however,  examined  Proud's  MS.  notes  on  the 
Rise  and  Progress  of  the  City  of  Philadelphia  in  which  he  writes:  "The 
Honorable  Proprietary  and  Governor  of  Pennsylvania,  William  Penn, 
first  arrived  at  New  Castle,  on  Delaware,  in  October  24th,  1682."  He 
also  states  "after  the  nth  month  (January)  with  the  assistance  of  his 
surveyor  general,  Thomas  Holmes,  he  first  began  to  lay  out  the  plan 
of  the  City  of  Philadelphia."  (MS.  No.  10,  p.  i.)  (These  two  state- 
ments point  the  difference  of  opinion  among  scholars,  which  is  still 
unsettled.) 

*Jenkins,  Memorial  Hist.,  I,  39. 

Ubid. 

*Ibid.,  30. 

'Ibid.,  37. 

(41) 


42 


Early  Quaker  Education  in  Pennsylvania 


Education 
provided  for 
in  first 
Frame  of 
Government 


The 
provisions 


Quaker 
Council 
provides  a 
school 


ation  in  the  Frame  of  Government  which  was  drawn  up  from 
England  by  Penn  and  agreed  to  on  April  25,  1682,  before 
he  prepared  to  depart  for  Pennsylvania.®  In  that  document 
it  is  clearly  set  forth  that  education  was  the  function  of  the 
civil  authority,  though  the  intentions  of  the  author  were  not 
realized  fully  for  more  than  a  hundred  and  fifty  years.'  The 
same  idea  is  present  in  each  of  the  three  Frames  of  Govern- 
ment which  were  dravim  up;  the  first,  April  25,  1682;*  the 
second,  April  2,  1683;^  and  the  third,  November  7,  1696,*° 
under  Governor  Markham.  The  instrument  drawn  on 
April  2,  1683,  contained  in  part  the  following  stipulations, 
which  bear  the  impression  of  the  Quaker  ideal  of  education. 

Tenth.  That  the  Governor  and  the  Provincial  Council  shall  erect 
and  order  all  public  schools  and  encourage  and  reward  the  authors  of 
useful  sciences  and  laudable  inventions  in  the  said  provinces  and  terri- 
tories thereof. 

Eleventh.  That  one-third  of  the  Provincial  Council  residing  with 
the  Governor  from  time  to  time  shall,  with  the  Governor,  have  the  care 
and  management  of  public  affairs  relating  to  peace,  justice,  treasury  and 
improvement  of  the  province  and  territories,  and  to  the  good  education 
of  the  youth,  and  sobriety  of  the  manner  of  the  inhabitants  therein 
aforesaid." 

The  plan  for  education  as  above  set  forth  was  not  destined 
to  be  the  one  followed  consistently  for  more  than  a  century 
and  a  half  of  development,  though  throughout  the  first 
decades  the  relations  between  the  schools  of  Friends  and  the 
governing  Cotmcil  were  very  close.^^  It  is  significant  that  the 
first  school  was  actually  ordered  by  the  Council,  in  keeping 
with  Penn's  provisions.  About  one  year  after  Penn's  arrival 
in  Philadelphia  the  educational  problem  came  to  the  atten- 
tion of  the  Council  and  received  decided  recognition,  as  the 
following    witnesses: 

The  Governor  and  Provincial  Council  having  taken  into  their  serious 
consideration  the  great  necessity  there  is  of  a  schoolmaster  for  the 
instruction  and  sober  education  of  the  youth  in  the  town  of  Philadelphia, 


«Co/.  Rec,  I,  XXVI. 

'Pub.  Sch.  established  by  law,  1834. 

«Co/.  Rec,  I,  XXVI. 

Uhid.,  I,  XXXVI. 

lo/Wd.,  LXVI. 

"/&td.,  XXXVI. 

"For  example,  E.  Flower's  School;   Friends'  petition. 


Education  in  Philadelphia 


43 


sent  for  Enock  Flower,  an  inhabitant  of  said  town,  who  for  twenty  years 
past  has  been  exercised  in  that  care  and  employment  in  England,  to 
whom  having  communicated  their  minds,  he  embraced  it  upon  the 
following  terms :  to  learn  to  read  English  4s  by  the  quarter,  to  learn  to 
read  and  write  6s  by  the  quarter,  to  learn  to  read,  write  and  cast  accounts 
8s  by  the  quarter;  for  boarding  a  scholar,  that  is  to  say,  diet,  washing, 
lodging,  and  schooling,  ten  poimds  for  one  whole  year." 

Thus  the  first  impetus  to  education  in  Pennsylvania  came 
through  properly  constituted  governmental  authority.  The 
Council  records  show  that  the  interest  in  educational  affairs 
was  maintained  for  some  time.  In  the  month  following  a 
law  was  proposed  for  making  several  sorts  of  books  for  the 
use  of  persons  in  the  province,  and  also  recommended  that 
care  be  taken  about  "Learning  and  Instruction  of  youth,  to 
witt:  a  school  in  the  arts  and  sciences."^"*  This  interest  in, 
and  the  close  relation  of  the  Council  to,  education  were  not 
long  continued  however;  for  this  there  is  no  satisfactory 
explanation,  though  it  is  very  clear  that  the  attitude  on  the 
part  of  the  government  did  change. ^^  This  change  is  evi- 
denced in  the  policy  as  outlined  by  the  Charter  of  1701,  in 
which  there  is  no  reference  made  to  education  or  the  responsi- 
bility of  the  Governor  or  Council  therefor.*®  To  the  writer 
it  seems  that  the  withdrawal  of  the  Council  from  any  very 
active  participation  in  the  affairs  of  education  may  have  been 
due  to  two  reasons:  first,  the  willingness  evinced  by  private 
interests  to  establish  schools  and  thus  take  over  to  them- 
selves the  duties  of  educators  (evidenced  by  the  establishment 
of  Keith's  school  by  Friends  in  1689  without  the  assistance 
or  advice  of  the  Council);*''  and  second,  the  urgent  details 
of  establishing  a  new  government,  which  occupied  their  first 
attention. 

If  further  proof  of  the  withdrawal  of  the  colonial  govern- 
ment from  the  active  establishment  of  schools,  and  of  the  fact 
that  they  did  accept  and  recognize  the  assistance  of  private 
agencies  is  desired,  it  is  to  be  foimd  in  various  acts  of  legisla- 
tion of  the  first  half  century.     Specific  instances  of  such 


"Col.  Rec,  I,  36. 

^*Ibid.,  I,  93. 

"See  Charter  of  1701,  Col.  Rec.,  II,  54. 

^^Ibid. 

"G.  S.  P.  P.,  II,  154  (Min.  Phila.  Mo,  Mtg.,  5- 


Additional 
provisions 
or  books 


Charter  of 
I 701  does 
not  refer  to 
education 
as  did  the 
former  ones 


-26—1689.) 


44  Early  Quaker  Education  in  Pennsylvania 

permissive  legislation  were  the  acts  of  May  28,  1715,*  and 
also  of  February  6,  1 730-1. f  This  legislation  is  chiefly 
concerned  with  granting  privileges  to  purchase  and  hold  land 
and  erect  buildings  for  the  use  of  institutions  stated  therein, 
among  which  schools  are  mentioned.  In  this  connection  the 
statute  of  1715,  which  evidences  the  facts  stated  above,  is 
quoted. 

Be  it  enacted  by  Charles  Gookin,  Esq.,  by  the  royal  approbation 
Lieutenant-Governor,  under  William  Penn,  Esq.,  Proprietary  and 
Governor-in-Chief  of  the  Province  of  Pennsylvania,  by  and  with  the 
advice  and  consent  of  the  freemen  of  the  said  provinces  in  General 
Assembly  met,  and  by  the  authority  of  the  same,  that  it  shall  and  may 
be  lawful  to  and  for  all  religious  societies  or  assemblies  and  congregations 
of  Protestants,  within  this  province,  to  purchase  any  lands  or  tenements 
for  burying  grounds,  and  for  erecting  houses  of  religious  worshfj^,  schools 
and  hospitals;  and  by  trustees,  or  otherwise,  as  they  shall  think  fit,  to 
receive  and  take  grants  or  conveyances  for  the  same,  for  any  estate 
whatsoever,  to  and  for  the  use  or  uses  aforesaid,  to  be  holden  of  the  lord 
of  the  fee  by  the  accustomed  rents  and  services.  And  be  it  further 
enacted  by  the  authority  aforesaid,  that  all  sales,  gifts  or  grants  made 
to  any  of  the  said  societies,  or  to  any  person  or  persons  in  trust  for  them, 
or  any  of  them,  for  or  concerning  any  lands,  tenements  or  hereditaments 
within  this  province,  for  and  in  any  estate  whatsoever,  to  and  for  the 
use  and  uses  aforesaid,  shall  be  and  are  by  this  Act  ratified  and  confirmed 
according  to  the  tenor  and  true  meaning  thereof,  and  of  the  parties 
concerned  therein.  And  where  any  gifts,  legacies  or  bequests  have  been 
or  shall  be  made  by  any  person  or  persons  to  the  poor  of  any  of  the  said 
respective  religious  societies,  or  to  or  for  the  use  or  service  of  any  meeting 
or  congregation  of  the  said  respective  societies,  the  same  gifts  and 
bequests  shall  be  employed  only  to  those  charitable  uses,  or  to  the  use  of 
those  respective  societies  or  meetings,  or  to  the  poor  people  to  whom  the 
same  are  or  shall  be  given  or  intended  to  be  given  or  granted,  according 
to  what  may  be  collected  to  be  the  true  intent  and  meaning  of  the 
respective  donors  or  grantors. 

On  "nth  month,  9th,  1682,"  the  Friends  met  and  enacted 
business  relating  chiefly  to  the  sick,  a  meeting  house,  pui chare 
meeting  of        ^^  books  and  such  other  details  of  importance,  but  made  no 
record  reference   to    schools   or   the   education   of   youth. ^^    This 

remained  true  for  all  meetings  till  1689,^^  the  chief  part  of 


The  first 


*Stat.  at  Large  of  Pa.,  Ill,  37-38. 

\Ibid.,  IV,  208-210. 

^HUd.^  I,  252.     (Phila.  Min.) 

^•When  they  established  the  school  with  Keith  as  teacher. 


Edtication  in  Philadelphia 


45 


business  in  the  meantime  having  to  do  with  either  (i)  strictly 
religious  affairs  or  (2)  raising  money  for  the  poor  and  the 
orphans.  The  absence  of  any  remarks  or  any  plans  for 
schools  from  1682  to  1689  is  more  easily  understood  when  it  is 
recalled  that  the  school  under  Enock  Flower  was  set  up  in 
1683.*°  There  is  no  evidence  to  prove  definitely  that  Flower 
continued  as  schoolmaster  during  the  whole  of  this  time,  but 
(i)  the  absence  of  any  record  of  change,  (2)  no  record  of 
schools  kept  by  the  Friends  Meeting,  (3)  the  fact  that  he  was 
a  teacher  of  long  experience  (twenty  years)  and  probably  as 
satisfactory  as  any  to  be  found,  and  (4)  the  absence  of  keen 
competition  on  the  part  of  neighboring  places  to  draw  him 
away,  would  lead  one  to  believe  it  probable  that  he  remained 
there  for  the  greater  part  of  the  period  at  least. 

In  1689  Friend?  determined  to  establish  a  school,  designed 
to  meet  the  demands  of  rich  and  of  poor,^^  which  does  not 
seem  at  all  strange  since  they  were  known  to  have  been  sup- 
porting their  poor  and  the  orphans  by  subscriptions  s^nce 
their  first  establishment.^^  The  transaction  of  the  business 
relating  thereto  was  performed  in  the  monthly  meeting  and 
referred  to  the  quarterly  meeting  (higher)  for  its  approval. 
The  following  extract  from  the  records  of  the  meeting  gives 
the  result  of  their  decision: 

Friaids  being  to  encourage  a  school  in  this  town,  and  in  order  here- 
unto they  have  agreed  with  George  Keith  to  assure  him  a  certain  salary 
of  50  pounds  per  year  to  be  paid  quarterly,  with  house  rent,  convenient 
for  his  family  and  school,  with  the  profit  of  his  school  for  one  year,  and 
for  two  years  more  to  make  his  school  worth  to  him  120  pounds  per  year, 
if  he  shall  think  fit  to  stay  in  this  place,  the  said  George  also  promiseth 
to  teach  the  poor  (which  are  not  of  ability  to  pay)  for  nothing.  The 
abovesaid  Keith  having  heard  the  proposals  of  Friends,  readily  assented 
and  agreed  thereto,  his  salary  beginning  from  the  time  school  begins. 
It  is  agreed  that  it  be  also  mentioned  to  the  next  Quarterly  Meeting  for 
their  concurrence  with  the  same,  as  also  agreed  that  Anthony  Morris 
give  notice  to  the  several  monthly  meetings  in  this  county.** 

The  number  of  children  who  attended  this  school  is  not 
known,  but  it  is  clear  that  it  grew  rapidly.     In  January, 


The  probable 
length  of 
Flower's 
tenure  as 
teacher 


Friends 
school  set 
up  imder 
Geo.  Keith 


^''Michener,  Retrospect  of  Quakerism,  243. 

"G.S.  P.  P.,  II,  154  (Phila.  Min.);  Proud  MS.  No.  3,  p.  115. 

^Ibid.,  I,  252.     (Phila.  Min.) 

"Min.  Phila.  Mo.  Mtg.,  5—26—1689. 


46 


Early  Quaker  Education  in  Pennsylvania 


A  larger 

school 

needed 

Makin  hired 
as  usher 


Thomas 
Makin 
recom- 
mended by 
Keith  to 
be  master 

Makin 
chosen 


succeeding  the  first  e'^tablishment,  the  new  master  complained 
of  the  "inconvenience  and  straitness"  of  his  school  and 
Anthony  Morris  and  Samuel  Carpenter  were  appointed  to 
consult  with  Robert  Turner  for  a  more  convenient  situation.^* 
The  first  interpretation  of  "straitness"  would  undoubtedly 
be  that  it  was  crowded,  and  that  might  well  have  been  true 
without  there  having  been  an  increase  in  the  size  of  the  school; 
more  conclusive  proof  of  the  rapid  increase  in  numbers  is  to 
be  found  in  the  fact  that  Thomas  Makin  was  hired  as  usher 
to  assist  Keith,^^  probably  about  February,  1690.26  A  more 
convenient  room  for  the  school  was  arranged  for  with  John 
Fuller  at  thirteen  pounds  per  year,  three  pounds  more  than 
was  paid  for  the  first.^' 

In  the  3rd  month,  1691,  Keith  made  known  his  intention  of 
leaving  the  school,^^  whether  because  of  dissatisfaction  with  the 
school  itself  or  the  beginning  of  the  feeling  against  the  Quak- 
ers which  resulted  in  his  rupture  with  them,^^  it  is  not  known, 
and  recommended  to  the  meeting  the  appointment  of  his 
usher,  Thomas  Makin,  to  take  his  place.^°  It  was  Keith's  de- 
sire to  leave  on  4th  month,  loth  and  he  may  have  discontinued 
teaching  at  that  time,  but  it  appears  that  his  account  against 
the  meeting  was  not  settled  until  the  eleventh  or  the  twelfth 
month,  1691.^^  According  to  his  suggestion  concerning 
Makin,  the  meeting  appointed  a  committee  to  consult  with 
him,*2  the  outcome  of  which  was  a  satisfactory  agreement. 
It  would  appear  from  numerous  references  to  the  subject,  that 
the  matter  of  getting  the  subscriptions  and  keeping  them 
paid  was  a  chief  source  of  trouble,  which  required  their  con- 
stant energies  and  attention.^*  In  1693  Thomas  Makin 
brought  in  a  bill  against  the  meeting  for  £12/15/7,  which  was 
still  owing  for  his  services  as  usher  in  1690.^* 


2<Min.  Phila.  Mo.  Mtg.,  1—28— 1690. 

^Ibid.,  3 — 29 — 1 69 1. 

^^Ibid.,  2 — 26 — 1690. 

^Ubid. 

^^Ibid.,  3 — 29 — 1691. 

-'Jenkins,  Memorial  Hist.,  I,  99. 

^"Min.  Phila.  Mo.  Mtg.,  3 — 29 — 169 1. 

^^Ibid.,  II — 29 — 1691. 

'Ubid. 

^Jbid.,  3 — 29 — 1691;    9 — 27 — 1691;    II — 29 — 1691;    7 — 29 — 1692. 

^Ibid.,  4 — 30 — 1693. 


Education  in  Philadelphia 


47 


The  last  four  years  of  the  century  saw  greater  strides  made 
in  the  better  establishment  of  education  as  a  system.  In 
1696  it  was  agreed  that  there  should  be  established  four 
meetings  a  year,  the  chief  function  of  which  was  the  religious 
education  of  the  youth  in  the  principles  of  Friends.^^  Steps 
were  shortly  taken  for  the  establishment  of  the  so-called 
' '  free  school. ' '  Penn  had  written  to  Thomas  Lloyd,  President 
of  the  Council,  in  1689,  advising  that  a  grammar  school  be 
set  up  (that  of  George  Keith)  ^^  and  it  was  this  same  school 
which  in  1697  the  meeting  desired  to  make  a  "free  school." 
On  loth  month,  31st,  1697: 

A  paper  for  the  encouragement  of  a  free  school  was  this  day  read, 
whereupon  Samuel  Carpenter  and  James  Fox  are  desired  to  treat  with 
Daniel  Pastorius  and  Thomas  Makin  concerning  the  same,  and  —  they 
desire  the  Friends  of  the  town  to  meet  together  this  day  week,  about  the 
1st  hour  at  this  meeting  house  to  consider  fiu-ther  of  it,  and  that  Daniel 
Pastorius  and  Thomas  Makin  be  present.'^ 

In  the  month  following  (nth  month)  Samuel  Carpenter 
reported  to  the  assembly  that  the  committee  had  met  with 
Daniel  Pastorius  and  Thomas  Makin  and  agreed  to  pay  each 
of  them  forty  pounds  per  year  for  keeping  school.^^  The 
means  of  support  was  the  familiar  subscription  blank, 
Samuel  Carpenter  and  James  Fox  being  the  first  appointed  to 
take  them.  School  was  to  begin  the  first  of  the  following 
month,  in  the  room  over  the  meeting  house,  which  had  been 
prepared  for  that  purpose.^^  In  the  12th  month  a  petition 
was  sent  to  the  Governor  and  Cotmcil,  requesting  the  ordain- 
ing and  establishment  of  the  "Public  School."  The  text  of 
the  petition  is  as  follows: 

The  htmible  petition  of  Samuel  Carpenter  ...  in  behalf  of 
themselves  .and  the  rest  of  the  people  called  Quakers,  who  are  members 
of  the  Monthly  Meeting,  .  .  .  showeth  that  it  has  been  and  is 
much  desu-ed  by  many  that  a  school  be  set  up  and  upheld  in  this  town 
of  Philadelphia,  where  poor  children  may  be  freely  maintained,  taught 


'*Min.  Phila.  Mo.  Mtg.,  8 — 30 — 1696;    7 — 25 — 1696. 

^'Janney,  Life  of  Penn,  347;  Clarkson's  Penn,  II,  53;  although 
biographers  and  historians  mention  this  letter  written  to  Lloyd,  no 
student  has  yet  been  able  to  produce  it  or  tell  where  it  is.  It  is  hoped 
that  their  search  will  be  rewarded. 

"Min.  Phila.  Mo.  Mtg.,  10 — 31 — 1697. 

^^Ibid.,  II — 28 — 1697. 


Penn  said  to 
have  written 
letter  to 
Lloyd  about 
the  school 


Pastorius 
and  Makin 
in  the  school 


Petition  to 
Council  to 
incorpoi'ale 
the  school 


48  Early  Quaker  Education  in  Pennsylvania 

and  educated  in  good  literature,  until  they  are  fit  to  be  put  out  as  appren- 
tices, or  capable  to  be  masters  or  ushers  in  the  same  schools.  And 
forasmuch  as  in  the  laws  and  constitution  of  this  government  it  is 
provided  and  enacted  that  the  Governor  and  Council  shall  erect  .  .  .  . 
public  schools  ....  reward  the  authors  of  useful  sciences  and 
laudable  inventions  ....  therefore,  may  it  please  the  Governor 
and  Council  to  ordain  and  establish  that  in  the  said  town  of  Philadelphia 
a  public  school  may  be  founded,  where  all  children  and  servants,  male 
and  female,  whose  parents,  guardians  and  masters  be  willing  to  subject 
\/  them  to  the  rules  and  orders  of  the  said  schools,  shall  from  time  to  time 
with  the  approbation  of  the  overseers  thereof  for  the  time  being,  be 
received  and  admitted,  taught  and  instructed;  the  rich  at  reasonable 
rates,  and  the  poor  to  be  maintained  and  schooled  for  nothing.  And  to 
that  end  a  meet  and  convenient  house  or  houses,  buildings  and  rooms 
may  be  erected  for  the  keeping  of  the  said  school,  and  for  the  entertain- 
ment and  abode  of  such  and  so  many  masters,  ushers,  mistresses  and 
poor  children,  as  by  orders  of  said  meeting  shall  be  limited  and  appointed 
from  time  to  time.  And  also  that  the  members  of  the  aforesaid  Meet- 
ings ....  make  choice  and  admit  such  and  so  many  persons  as 
they  think  fit,  to  be  masters,  overseers,  ushers,  mistresses  and  poor 
children  of  the  said  school,  and  the  same  persons  ....  to  remove  or 
displace  as  often  ....  as  they  shall  see  fit.  And  that  the  over- 
seers and  the  school  aforesaid,  may  ....  be  ....  in  name  and 
deed,  a  body  politic  and  corporate,  to  have  continuance  forever  by  the 
name  of  the  Overseers  of  the  Public  School  founded  in  Philadelphia  at 
the  request  of  the  people  of  God  called  Quakers.  And  that  they,  the 
said  overseers,  may  have  perfect  succession,  and  by  that  name  they  and 
their  successors  may  hold  and  enjoy,  all  lands,  tenements  and  chattels, 
and  receive  and  take  all  gifts  and  legacies  as  shall  be  given,  granted  or 
devised  for  the  use  and  maintenance  of  the  said  school  and  poor  scholars, 
without  any  further  or  other  license  or  authority  from  this  Government 
in  that  behalf;  savmg  unto  the  chief  Proprietary  his  quitrents  of  the 
said  lands.  And  that  the  said  overseers  by  the  same  name  shall  and 
may,  with  consent  of  said  meeting,  have  power  and  capacity  to  devise 
and  grant  by  writing,  under  their  hand  and  seal  and  of  said  lands  and 
tenements  and  to  take  and  purchase  any  other  lands  ....  for 
.  .  .  .  advantage  of  said  school.  And  to  prescribe  such  rules  and 
ordinance  for  the  good  order  and  government  of  the  same  school  .... 
successively,  and  for  their  and  every  of  their  stipends  and  allowances, 
as  to  members  of  the  said  Meeting  for  the  time  being  ....  shall 
seem  meet;  with  power  also  to  sue  and  to  be  sued,  and  to  do  and  per- 
form and  execute  all  and  every  other  lawful  act  and  thing,  good  and 
profitable  for  the  said  school,  in  as  full  and  ample  manner,  as  any  other 
body  politic  or  corporate  more  perfectly  founded  or  incorporated,  may 
do.« 


"Co/.  Rec,  I,  499, 


Education  in  Philadelphia 


49 


This  request  was  immediately  granted  by  the  Council/* 
and  the  school  thus  incorporated  in  1697.^  In  1701  Penn 
confinned  its  incorporation  by  the  following  charter: 

William  Penn  True  and  absolute  Proprietary  and  Governor  in  Chief 
of  the  Province  of  Pennsylvania  and  territories  thereunto  belonging. 
To  all  to  whom  these  presents  shall  come  sendeth  greeting.  Whereas 
Charles  the  Second,  late  King  of  England  by  his  letters  patents  bearing 
date  the  fourth  day  of  March  in  the  three  and  thirtieth  year  of  his  reign 
did  grant  unto  me  my  heirs  and  assigns  the  said  Province  And  Absolute 
Proprietary  thereof  with  full  power  to  me  by  the  assent  of  the  freemen 
there  to  make  laws  for  the  good  and  happy  government  of  the  same  with 
divers  other  powers  preheminsures  jurisdictions,  privileges  and  inmiuni- 
ties  therein  specified.  And  Whereas  I  with  a  great  colony  of  the  People 
of  God  called  Quakers  for  the  free  enjoyment  of  liberty  of  our  con- 
sciences in  matters  of  religion  as  of  other  privileges  and  advantages  in  the 
said  patent  granted  as  well  to  me  the  said  Proprietary  and  Governor  as 
also  to  the  said  people  did  transport  ourselves  unto  the  said  Province  and 
at  our  own  risk  costs  p>ains  and  charges  settled  and  planted  the  same  the 
soil  also  of  the  said  Province  being  first  by  me  purchased  of  the  Indian 
Natives.  And  forasmuch  as  by  the  laws  of  the  said  Province  since 
enacted  the  Governor  and  Council  have  power  to  erect  and  order  all 
public  schools  of  literattire  and  science  A  nd  Whereas  Samuel  Carpenter 
— Edward  Shippen — ^Anthony  Morris — James  Fox — David  Lloyd — 
William  Southby  and  John  Jones  in  behalf  of  themselves  and  the  rest  of 
the  said  people  called  Quakers  Members  of  their  Monthly  Meeting  at 
Philadelphia  in  the  said  Province  by  their  petition  to  the  Governor  and 
Council  of  the  said  Province  and  territories  at  Philadelphia  the  tenth 
day  of  the  twelfth  month  Anno  Domini  one  thousand  six  hundred  ninety 
seven  (eight)  set  forth  that  it  was  the  desire  of  many  that  a  school  should 
be  set  up  and  upheld  in  the  said  town  of  Philadelphia  where  poor  children 
might  be  freely  maintained  taught  and  educated  in  good  Uterature  until 
they  should  be  fit  to  be  put  apprentices  or  capable  to  be  masters  or 
Ushers  in  the  said  school  requesting  the  Governor  and  Council  in  the  said 
petition  to  ordain  that  at  the  said  town  of  Philadelphia  a  Public  School 
might  be  founded  where  all  children  male  and  female  whose  parents 
guardians  or  masters  might  be  willing  to  subject  them  to  the  rules  and 
orders  of  the  school  should  from  time  to  time  with  the  approbation  of 
the  overseers  thereof  for  the  time  being  be  received  or  admitted  taught 
and  instructed  the  rich  at  reasonable  rates  and  the  poor  to  be  main- 
tained and  schooled  for  nothing.  And  that  to  that  end  a  meet  and 
convenient  house  or  houses  buildings  or  rooms  might  be  erected  for  the 
keeping  of  the  said  school  and  for  the  entertairmient  and  abode  of  such 
and  so  many  Masters  Ushers  Mistresses  and  poor  children  as  by  the 


The  petition 
granted  and 
charter 
issued  by 
Penn  in  1701 


*^Col.  Rec.,  I,  499. 

^Ibid.;  Janney,  Life  of  Penn,  347, 


50  Early  Quaker  Education  in  Pennsylvania 

order  and  direction  of  the  said  Monthly  Meeting  should  be  free  from 
time  to  time  limited  and  appointed  and  also  that  the  members  of  the 
aforesaid  meeting  for  the  time  being  might  at  their  respective  monthly- 
meeting  from  time  to  time  make  choice  of  and  admit  such  and  so  many 
persons  as  they  should  think  fit  to  be  Overseers  Masters  Ushers  Mis- 
tresses and  poor  children  of  the  said  school  and  the  same  person  or  any 
of  them  to  remove  and  displace  as  often  as  the  said  meeting  shall  see 
occasion,  and  that  the  overseers  and  school  aforesaid  might  forever 
thereafter  stand  and  be  established  and  founded  in  name  and  in  deed 
a  body  politic  and  corporate  to  have  continuance  forever  by  the  name 
of  the  Overseers  of  the  Public  School  grounded  in  Philadelphia  at  the 
request  cost  and  charges  of  the  people  of  God  called  Quakers.  And  that 
the  said  Overseers  might  have  perpetual  succession,  and  by  that  name 
they  and  their  successors  forever,  have  hold  and  enjoy  aU  the  lands 
tenements  and  chattels  and  receive  and  take  all  gifts  and  legacies  that 
should  be  given  granted  or  devised  for  the  use  and  maintenance  of  said 
schools  and  poor  scholars  without  further  or  other  license  or  authority 
from  the  government  on  that  behalf.  Saving  unto  the  Chief  Proprietary 
his  quit  rents  out  of  the  said  lands  and  that  the  said  Overseers  by  the 
same  name  might  with  consent  of  the  said  Meeting  have  power  and 
capacity  to  demise  and  grant  by  writing  under  their  hand  and  common 
seal  any  of  the  said  lands  and  tenements  and  to  take  and  purchase  any 
other  lands  and  tenements  and  hereditaments  for  the  best  advantage  of 
the  said  schools  and  to  prescribe  such  rules  and  ordinances  for  the  good 
order  and  government  of  the  said  school  and  of  the  masters  ushers  mis- 
tresses and  poor  children  successively  and  for  their  and  every  of  their 
stipends  and  allowances  as  to  them  members  of  the  said  monthly  meet- 
ing for  the  time  or  the  major  part  of  them  should  seem  meet,  with  power 
also  to  sue  and  be  used  and  to  do  perform  and  execute  all  and  every  other 
lawful  act  and  thing  good  and  profitable  for  the  said  school  in  as  full  and 
ample  manner  as  any  other  body  politic  and  corporate  more  perfectly 
founded  and  incorporated  might  do  and  by  the  said  petition  which  I 
have  seen  may  more  fully  appear  v/hereupon  my  then  lieutenant 
Governor  and  Council  did  grant  and  order  that  the  said  schools  should 
be  founded  and  erected  with  the  incorporation  privileges  and  powers  as 
desired  Now  forasmuch  as  those  of  the  said  petitioners  that  are  living 
have  made  fresh  application  to  me  in  Council  for  confirming  the  said 
lieutenant  Governor  and  Councils  order  and  grant  upon  the  said  petition 
which  being  well  weighed  and  considered  by  me  I  greatly  favor  the  good 
inclinations  and  just  and  laudable  desires  and  conscientious  regards  of 
the  said  petitioners  and  people  for  the  education  instruction  and  litera- 
ture of  their  children  and  posterity  and  more  especially  their  care  and 
concerns  for  the  poor  on  that  behalf.     .     .     . 

Therefore  Know  Ye  that  pursuant  to  the  powers  to  me  granted  as 
aforesaid  and  to  the  laws  of  the  said  Province  already  enacted  I  have 
(by  and  with  the  consent  of  my  Provincial  Council)  granted  and  con- 
firmed all  and  every  request  matter  and  thing      .     .     .     contained  in 


Education  in  Philadelphia  51 

the  said  petition  and  do  by  these  presents  for  me  my  heirs  and  assigns 
grant  ordain  and  establish  that  the  said  PubUc  School  shall  be  erected 
and  founded,  and  I  do  grant,  ordain  and  found  the  same  to  be  kept 
forever  hereafter  in  the  said  town  of  Philadelphia  or  in  some  convenient 
place  adjacent  as  the  overseers  of  the  said  school  for  the  time  being  shall 
see  meet  and  I  do  likewise  grant  and  ordain  that  in  the  said  school  all 
children  and  servants  as  in  the  school  petition  requested  shall  from  time 
to  time  (with  approbation  of  the  said  Overseers)  be  received  admitted 
taught  and  instructed  as  in  the  same  petition  is  mentioned  and  desired 
and  to  the  end  that  aU  meet  and  convenient  houses,  rooms,  chambers  and 
bvuldings  may  be  erected  for  keeping  of  the  said  schools  and  entertain- 
ment of  the  masters  ushers  mistresses  and  poor  children  to  be  therein 
admitted  as  hereinafter  mentioned.  I  do  by  these  presents  for  me  my 
heirs  and  successors  grant  and  ordain  that  from  the  day  of  the  date  of 
these  presents  for-ever  hereafter  the  members  of  the  Monthly  Meeting 
of  the  said  People  called  Quakers  in  the  town  of  Philadelphia  for  the  time 
being  shall  have  full  and  absolute  power  and  authority  and  the  same 
power  is  hereby  given  unto  them  in  their  respective  monthly  meetings 
from  time  to  time  to  make  choice  of  and  admit  such  and  so  many  persons 
as  they  shall  think  fit  to  be  Overseers  Masters  Ushers  Mistresses  and 
poor  children  of  the  said  school  and  the  same  persons  or  any  of  them  to 
remove  and  displace  as  often  as  the  said  Meeting  shall  see  occasion  and 
likewise  that  the  said  Overseers  shall  have  like  powers  and  authority 
(with  the  direction  and  consent  of  the  said  Meeting)  from  time  to  time 
to  frame  and  erect  or  cause  or  procure  to  be  framed  and  erected  such  and 
so  many  houses  and  buildings  as  they  shall  see  meet  for  the  use  and 
service  of  the  said  schools.  And  moreover  I  do  by  these  presents  for  me 
my  heirs  and  successors  grant  and  ordain  that  the  overseers  and  schools 
aforesaid  shall  forever  hereafter  stand  and  be  established  and  founded 
and  are  hereby  founded  erected  and  established  in  name  and  in  deed  a 
body  politic  and  corporate  to  continue  forever  by  the  name  of  The 
Overseers  of  the  Public  School  founded  in  Philadelphia  at  the  request 
cost  and  charges  of  the  People  of  God  called  Quakers.  And  also  that 
they  the  said  overseers  shall  have  perpetual  succession  and  by  the  said 
name  they  and  their  successors  shall  forever  have  hold  and  enjoy  (to  the 
use  of  the  said  school)  all  the  messuages  lands  tenements  heredita- 
ments goods  and  chattels  and  receive  and  take  all  gifts  and  legacies 
already  given  granted  and  devised  or  that  shall  be  hereafter  given 
granted  or  devised  to  the  use  and  maintenance  of  the  said  school  and 
masters  ushers  mistresses  and  poor  scholars  thereof  without  further  or 
other  leave  license  authority  or  power  whatsoever  from  me  my  heirs  or 
successors  or  from  this  government  or  any  therein  on  that  behalf  saving 
unto  me  my  heirs  and  successors  the  respective  quit  rents  and  other 
duties  and  payments  out  of  the  said  messuages  lands  tenements  and 
hereditaments  and  every  of  them  reserved  and  payable  in  and  by  their 
several  original  grants  and  patents  and  furthermore  I  do  by  these 
presents  for  me  my  heirs  and  successors  give  and  grant  unto  the  said 


52 


Early  Quaker  Education  in  Pennsylvania 


f 


Overseers  by  the  name  aforesaid  full  power  license  and  authority  to  give 
grant  bargain  sell  alien  enfeoff  or  demise  with  the  consent  of  the  said 
meeting  by  writing  under  their  hands  and  common  seal  (or  the  hands 
and  said  seal  of  so  many  of  them  as  shall  make  a  quorum)  to  such  person 
or  persons  his  or  her  heirs  or  their  heirs  executors  administrators  and 
assigns  as  shall  be  willing  to  purchase  or  rent  the  same  all  or  any  of  the 
aforesaid  messuages  lands  tenements  and  hereditaments  goods  and 
chattels  and  likewise  to  purchase  receive  and  enjoy  all  or  any  other 
messuages  houses  lands  tenements  and  hereditaments  for  the  best 
advantage  of  the  said  school.  And  also  to  frame  make  and  prescribe 
such  rules  orders  and  ordinances  for  the  good  order  and  government 
of  the  said  school  and  of  the  masters  ushers  mistresses  and  poor  children 
thereof  successively  and  for  their  and  every  of  their  stipends  salaries 
and  allowances  as  to  the  members  of  the  said  Monthly  Meeting  for  the 
time  being  or  the  major  part  of  them  (in  their  respective  meetings)  shall 
seem  meet  with  power  also  to  the  said  overseers  by  the  name  aforesaid 
to  sue  and  be  sued  and  to  do  perform  and  execute  and  suffer  to  be  done 
all  and  every  other  lawful  act  and  thing  good  and  profitable  for  the  said 
school  in  as  full  and  ample  manner  as  any  other  body  politic  or  corporate 
more  perfectly  founded  and  incorporated  may  and  can  do.  And  I  do 
for  me  my  heirs  and  assigns  ordain  and  grant  that  the  said  school  and 
the  masters  ushers  members  officers  and  scholars  and  all  other  persons 
placed  or  to  be  placed  in  the  said  school  shall  forever  hereafter  be 
accepted  and  freed  from  all  visitation  punishment  and  connection  to  be 
had  used  or  exercised  by  any  person  or  persons  whatsoever  other  than 
the  said  Overseers  for  the  time  being  and  their  successors  In  Witness 
whereof  I  have  hereunto  set  my  hand  cause  the  Great  Seal  to  be  affixed 
dated  at  Philadelphia  the  five  and  twentieth  day  of  the  eighth  month  in 
the  thirteenth  year  of  the  reign  of  William  the  third  over  England  etc. 
King  etc.  and  the  one  and  twentieth  of  my  government  Anno  Domino 
one  thousand  seven  hundred  and  one  1701.  Recorded  the  5th  loth 
1 701.''' 

Wm.  Penn. 
For  Aaron  K.  Diinkel, 

Sec'y  of  Internal  Affairs, 
W.  B.  Huston. 


Rechartered 
in  1708,  and 
171 1,  extend- 
ed privileges 


The  charter  of  170 1  was  confirmed  and  enlarged  by  another 
of  1708,^  according  to  which  the  corporation  was  to  consist 
of  fifteen  persons  (Quakers)  by  the  name  of  "The  Overseers 
of  the  Public  School,  founded  in  Philadelphia,  at  the  request 
of,  cost  and  charges  of  the  people  called  Quakers."    The 


**William  Penn's  Charters  for  the  Public  School,  pp.  1-8. 
(A  certified  copy  from  charter  in  Patent  Book  two  (2)  page  202,  in 
dept.  of  internal  affairs,  Pa.) 
**Ibid.,  pp.  1 1 -1 9. 


Education  in  Philadelphia 


53 


charter  of  1711^  contained  extended  privileges*  and  also 
provided  that  the  election  of  new  members  of  the  board  of 
overseers  should  be  the  right  of  the  overseers  themselves, 
thus  constituting  them  a  self-perpetuating  corporation,^® 
From  this  the  reader  might  expect  that  the  school  at  once 
became  independent  of  the  Friends'  meeting,  but  this  did  not 
occur,  since  the  original  members  or  overseers  were  Friends 
and  continued  to  appoint  Friends  as  their  successors.  Reports 
on  the  various  details  of  the  business  of  the  school  continued 
to  come  into  the  monthly  meeting,  but  it  is  not  to  be  con- 
sidered that  we  find  there  a  complete  story  of  its  existence.^' 
In  1699  it  was  found  that  the  affairs  of  the  school  took  too 
much  time  in  meeting  and  therefore  it  was  decided  that 
Friends  in  the  care  of  schools  and  press  should  meet  on  sixth 
day  before  monthly  meeting,  transact  their  business  and  keep 
a  record  thereof  in  books  provided  for  the  purpose.^* 

The  affairs  of  the  school  continued  much  the  same  as 
though  no  charter  had  been  requested  or  granted.  The 
records  lead  one  to  think  that  the  growth  was  very  rapid. 
Pastorius  and  Makin  had  become  the  masters  in  1697  and  by 
1699  the  indications  are  that  "mistresses"  were  also  employed, 


(See 


**William  Penn's  Charters  for  the  Public  School,  pp.  21-31. 
also  Robert  Proud's  MS.  papers,  No.  175,  p.  57.) 

*In  1757  more  extended  privileges  were  desired  and  the  following 
petition  was  sent  to  the  Representative  Assembly: 

To  the  Rep.  Assembly. 

That  some  doubts  having  arisen  whether  from  the  terms  of  our 
charter  we  are  authorized  to  apply  any  part  of  the  estate  under  our 
care  to  these  purposes,  out  of  the  limits  of  the  city  and  county  of 
Philadelphia. 

We  therefore  are  inclined  to  apply  for  your  assistance  in  furthering  a 
design  of  such  public  utility  and  request  you  to  permit  us  to  bring  in  a 
Bill  for  the  confirmation  of  our  present  charter  and  enlarging  the  powers 
thereby  given  us,  by  extending  them  as  far  as  to  authorize  our  applying 
a  part  of  the  estate  under  our  care  towards  erecting  and  maintaining 
schools  on  the  same  foundation  in  other  parts  of  this  province. 

(P.  C.  S.  M.,  I,  185) 

*^Ibid.,  2gi;   Janney,  Life  of  Penn,  348. 

*^There  are,  no  doubt,  records  at  304  Arch  Street,  which  would  be  of 
great  importance  for  a  detailed  history  of  the  schools;  permission  to 
search  for  such  records  was  refused  at  the  time  of  this  compilation. 
The  minutes  of  the  overseers  of  the  P.  C.  S.  offer  a  considerable  amount 
of  material  history  in  some  respects. 

**These  are  the  records  referred  to  in  (47). 


Made  a  self 
perpetuating 
corporation 


54 


Early  Quaker  Education  in  Pennsylvania 


Mistresses 
employed  in 
schools 


Cadwalader 
to  fill 
vacancy 
made  by 
Pastorius' 
leaving 


money  being  turned  over  to  Anthony  Morris  to  "pay  the 
schooknasters'  and  the  mistresses'  salaries.  "^^  This  is  the 
first  mention  made  of  women  as  teachers.  Pastorius  ha\dng 
severed  his  connections  with  the  school  in  1701  steps  were 
taken  to  fill  the  vacancy,  it  being  decided  that  the  newcomer 
should  show  his  ability  by  competing  with  the  one  remaining 
master,  Thomas  Makin.^" 

Griffith  Owen  .  .  .  recommended  John  Cadwalader  as  a  person 
very  fit  for  an  assistant  in  the  school,  and  it  being  proposed  a  good 
method  for  the  better  improvement  of  the  scholars  that  they  be  equally 
divided  between  them  for  trial  to  see  which  of  them  best  discharged  their 
duty,  there  having  been  great  complaint  of  former  neglect.  The  meet- 
ing approves  thereof  and  desires  the  said  Griffith  to  acquaint  John 
Cadwalader  thereof,  and  that  he  may  have  twenty  pounds  for  a  half  year 
for  a  trial,  as  the  former  master  had,  and  Anthony  Morris  is  desired  to 
show  Thomas  Makin  this  minute  for  his  information  in  the  matter.^^ 


Makin  plans 
to  leave 
school 


Cadwalader 

becomes 

headmaster 


MASTERS   AND   MISTRESSES    FROM    1700   TO    1800 

Nothing  like  a  complete  or  connected  story  can  be  given 
with  reference  to  the  masters  and  mistresses  of  this  period, 
due  to  a  lack  of  adequate  available  records.  In  August,  1701 , 
Thomas  Makin  announced  his  intention  of  leaving  the  school 
and  requested  that  hi?  accounts  be  settled.^^  John  Cad- 
walader, who  had  been  his  assistant  since  1700,  was  inter- 
viewed as  to  his  abiUty  to  undertake  the  headship  of  the 
school;  intimating  if  he  thought  himself  fit,  he  would  be 
further  considered.^  There  is  no  direct  record  of  how  Mr. 
Cadwalader  rated  himself  as  teacher,  but  he  was  continued 
in  the  capacity  of  master.  He  found  the  limited  salary** 
almost  too  small  for  the  support  of  his  family  and  upon  his 
requeft  it  was  soon  raised  to  fifty  pounds  per  year.^  At  the 
same  time  the  salary  of  a  mistress,  Olive  Songhurst,  whom 
we  meet  for  the  first  time  and  with  scant  introduction,  was 
increased  five  or  ten  pounds.     The  prospect  of  a  higher  salary 

<'Min.  Phila.  Mo.  Mtg.,  i — 31 — 1699;    5 — 26 — 1700. 

'"Makin  became  principal  in  the  school  when  Pastorius  left  in  1700, 

"Min.  Phila.  Mo.  Mtg.,  i — ^29 — 1700. 

^^Ibid.,  8— 31— 1 701. 

»7Wd. 

"Forty  pounds  a  year. 

"Min.  Phila.  Mo.  Mtg.,  i — 27 — 1702. 


Education  in  Philadelphia 


55 


does  not  appear  to  have  attracted  him  much  for  we  learn  of 
his  intended  separation  from  the  school  in  May,  1702.  It 
ir  not  clear  that  he  did  acttiaUy  sever  his  connection  therewith 
at  that  time,  for  in  Jime,  1703,  it  was  desired  that  John 
Cadwalader,  schoolmaster,  be  paid  ten  pounds  that  was  left 
by  Robert  Jones  for  the  use  of  the  Public  School.^  This  sum 
may  have  been  for  other  services  such  as  copying,  which  he 
frequently  performed,"  but  it  is  more  probable  that  he  was 
convinced  of  the  advantages  of  remaining  at  a  salary  of  fifty 
pounds  per  year,  with  the  additional  sums  paid  for  the  copy- 
ing work.*^ 

John  Every's  connection  with  the  school  as  usher  is  first 
announced  in  April,  1702,  when  he  made  demands  for  an 
increase  of  salary  to  thirty  pounds,  which  was  agreed  to.^® 
He  remained  there  nearly  two  years  and  then  departed,  mak- 
ing a  place  for  Thomas  Makin,  who  returned  at  his  request, 
agreeing  to  accept  the  salary  previoiisly  paid  to  Every. 
These  two  masters,  Makin  and  Cadwalader,  appear  to  have 
been  employed  continuously  imtil  1706,  when  they  decided 
the  school  could  not  furnish  a  competent  living  for  both  of 
them  and  Cadwalader  accordingly  left.*"  There  were  further 
suggestions  considered  at  that  time  and  Friends  appointed  to 
endeavor  to  secure  a  qualified  master  from  England.  So  far 
as  the  meeting's  minutes  record,  it  seems  that  Thomas  Makin 
was  the  only  master  employed  from  1706  to  1708,  when  it 
was  suggested  that  Jacob  Naylor  be  employed  as  a  teacher.** 

The  duties  of  the  schoolmasters  were  by  no  means  limited 
to  the  routine  of  the  schoolroom.  They  were  required  to  be 
careful  of  their  several  scholars  and  often  had  to  do  police 
duty  among  them  during  the  meetings  on  first  day.*''  The 
master's  only  hope  for  any  respite  from  the  imposition  of  such 
duties  was  to  stand  firmly  for  his  rights,  else  he  might  have 
been  given  charge  of  all  the  children  in  the  meeting.  John 
Walby,  a  master,  when  asked  to  perform  a  similar  service, 


*«Min.  Phila.  Mo.  Mtg,.  6 — 27 — 1703. 
"Ibid.,  9 — 26 — 1703. 
^Ubid.,  4 — 26 — 1702. 

*°Ibid.,  I — 29 — 1706. 
"/Wd.,  9—26—1708. 
'^Ibid.,  3 — 27 — 1709;    I — 26 — 1725. 


Salaries 
increased 


John  Every, 
usher 


Makin 
returns 


Jacob  Naylor 
suggested 
for  teacher 


Ejctra  school 
room  duties 


56 


Early  Quaker  Education  in  Pennsylvania 


William 
Robbins 


Richard 
Warden 


Thomas 
Makin 


Richard 
Brockden 


made  answer  that  "he  wotdd  take  care  of  his  own  scholars, 
but  did  not  care  to  undertake  any  further."^  His  objection 
was  sustained  and  another  Friend  endeavored  to  perform 
the  task. 

In  17 1 1  William  Robbins**  came  to  wield  the  rod  in 
Friends  School,  having  requested  permission  to  keep  school 
in  a  part  of  the  Friends'  schoolhouse,  which  was  "granted  for 
the  present."^  It  cannot  be  determined  how  long  he  re- 
mained in  that  capacity,  but  the  following  year  it  was  pro- 
posed that  Richard  Warden  be  allowed  to  teach  school  in  one 
end  of  the  schoolhouse,  and  it  is  quite  probable  that  he  filled 
the  place  of  Robbins.^^  On  the  other  hand,  if  Robbins  did 
leave  at  that  time  he  had  returned  again  to  the  school  in 
1715.®^  Thomas  Makin  had  in  the  meantime  severed  his 
connection  with  the  school,  but  not  permanently.  Seven 
years  after  the  employment  of  Richard  Warden  (17 19)  a 
vacancy  occurred  and  a  committee  wa?  appointed  to  visit 
the  overseers  requesting  them  to  take  action  regarding  the 
vacancy.^'  From  this  it  may  be  judged  that  the  overseers 
were  at  times  remiss  in  their  attention  to  their  trust.  The 
overseers  were  set  in  action,  and  Thomas  Makin  was  secured 
to  fill  the  place,  provided  he  would  agree  to  teach  six  children 
of  the  poor  and  give  up  the  house  when  Friends  ordered  him 
to  do  so.®^  He  doubtless  filled  a  minor  position  at  this  time, 
though  he  was  offered  a  better  one,  later  in  1722,  provided 
Richard  Brockden  were  willing  to  leave  it,  which  does  not 
appear  to  have  met  with  the  said  Brockden 's  approval.®' 
Of  Richard  Brockden  little  is  known,  save  that  he  had  been 
schoolmaster  at  Byberry  about  17 10  or  1711.^"  In  1724 
William  Robbinsf  mentioned  above  as  a  teacher  some  years 


*^Min.  Phila.  Mo.  Mtg.,  3 — 29 — 1730. 

**The  minutes  of  the  overseers,  12 — 8 — 1712,  make  known  hat 
Robbins  was  teaching  at  that  time,  I,  3. 

^*Ibid.,  3 — 27 — 1 71 1. 

^^Ibid.,  2 — 25 — 1712. 

^Ibid.,  8— 28— 1 71 5. 

^^Ibid.,  II — 29 — 1719;  the  vacancy  was  made  by  the  departure  of 
William  Robbins  out  of  the  Province  (P.  C.  S.  M.,  I,  5.) 

^^Ibid.,  5 — 29 — 1720.  ^^Ibid.,  2 — 27 — 1722. 

"Min.  Abington  Mo.  Mtg.,  4 — 25 — 171 1. 

fRobbins  was  put  in  charge  of  the  school  at  this  time,  on  the  initiative 
of  the  monthly  meeting,  as  the  overseers  recognize  in  their  minutes  of 
4 — 3 — 1725,  42;  they  acquiesced  therein.     (P.  C.  S.  M.,  I,  11.) 


Education  in  Philadelphia 


57 


earlier,  applied  for  a  place  as  master.  It  was  agreed  that  he 
be  allowed  to  teach  on  the  condition  that  he  would  agjee  to 
teach  at  least  four  children  for  the  use  of  the  houFe,  if  ordered 
to  do  so.'^ 

It  is  quite  probable  that  for  most  of  the  ten  years  preceding 
1730  the  school  was  under  the  charge  of  three  or  four  masters 
just  mentioned,  Robbins,  Brockden,  Makin  and  Warden. 
They  shifted  quite  often,  that  is  certain.  In  1730  mention 
is  made  of  a  John  Walby  as  master;  but  no  further  account 
of  him  is  given.''^  Thomas  Makin's  career  as  teacher  very 
likely  came  to  an  end  in  that  period,  as  he  was  getting  aged, 
though  he  may  have  taught  up  to  the  time  of  his  death.  An 
account  of  his  death  is  given  in  the  Weekly  Mercury  of  1733.'' 

From  1730  there  is  only  an  occasional  mention  made  of  the 
masters  employed  at  the  public  school,  until  we  come  to  the 
period  about  1770  when  the  names  were  occasionally  given 
in  committee  reports  on  the  condition  of  the  schools.  How- 
ever, with  the  foiirth  decade  came  a  period  of  real  greatness, 
for  in  1742!  began  the  services  of  Anthony  Benezet,  of  whom 
considerable  mention  is  made  elsewhere,  who  continued  in 
the  public  school  till  1782.^*  He  had  throughout  his  life  been 
interested  in  the  Negroes  and  for  several  years  previous  had 
cherished  a  desire  to  work  in  their  schools.  His  request,  in 
that  regard,  was  accordingly  granted  in  1782,  after  John 
Houghton  relinquished  that  position.^^  He  continued  to 
teach  the  Negro  school,  imtil  the  time  of  his  death  two  years 
later.^^  In  1748  Robert  Willian  came  from  England  for  the 
ptupose  of  keeping  Friends  school,  and  was  accordingly 
accepted  into  their  meeting,  having  produced  the  customary 
certificate  from  his  home  meeting  at  Scarborough  in  York- 


J.  Walby 


Death  of 
T.  Makin 


Anthony 
Benezet 
employed 
1742 


Robert 
Willian 
master 
in  1748 


"Min.  Phila.,   Mo.  Mtg.,  2 — 24 — 1724. 

"J&td.,  3 — 29 — 1730.  Walby  was  engaged  by  the  overseers  in  1730 
to  teach  (3 — 29 — 1730)  the  three  r's  and  to  "weU  instruct"  four  children 
for  the  use  of  the  schoolhouse.     (P.  C.  S.  M.,  I,  14). 

''^Am.  Wek.  Mer.,  Nov.  29 — 1733;  Rec.  Births  and  Burials,  Phila., 
Mtg.,  A,  321. 

fBenezet  was  employed  in  1742  to  teach  arithmetic,  writing,  accounts, 
and  French  and  to  teach  15  poor  children.     (P.  C.  S.  M.,  I,  33.) 

'^Simpson,  Lives  of  — ,  52;    Min.  Phila.  Mo.  Mtg.,  5 — ^31 — 1782,  28. 

"Min.  Phila.  Mo.  Mtg.,  5 — 31 — 1782,  28. 

'•Simpson,  Lives  of — ,  52. 


S8 


Early  Quaker  Education  in  Pennsylvania 


shire."  The  next  mention  of  a  new  master  in  the  ranks  is 
concerned  with  Josai,  who  married  in  1763.''^  Encourage- 
ment was  at  all  times  given  to  women  as  teachers,  mention 
having  already  been  made  to  their  employment  as  early  as 
1699.''^     In  1764: 

The  meeting  being  informed  that  Ann  Brientnall  is  desirous  of  keeping 
a  small  school  for  the  instruction  of  Friends  children  only  in  reading  and 
sewing  and  not  being  at  present  able  to  hire  a  place  suitable  for  the 
purpose,  requests  the  use  of  a  vacant  lower  room  in  one  of  the  alms- 
houses, and  Friends  approving  her  proposal,  it  is  agreed  that  she  may 
make  use  of  one  of  these  rooms  for  that  purpose  until  she  can  accommo- 
date herself  elsewhere,  or  it  may  be  wanted  (for  other  purposes).*" 

The  recommendations  of  the  Yearly  Meeting  of  Philadel- 
phia in  1778,^^  produced  a  very  beneficial  effect  upon  the 
school  affairs  in  all  of  its  monthly  meetings.  Thereafter, 
reports  were  sent  in,  bad,  good  and  indifferent,  which  were 
much  superior  to  anything  that  had  been  done  previously, 
though  they  were  still  too  infrequent  and  abbreviated  in 
regard  to  information  contained.  A  digest  of  the  report  of 
1779  follows,  which  shows  the  number  of  teachers  in  the 
several  schools  at  that  time:^ 

1.  The  Grammar  School  was  presided  over  by  John 
Thompson  who  al.'^o  taught  writing  and  arithmetic. 

2.  John  Todd  taught  reading,  English,  writing,  arithme- 
tic and  some  branches  of  mathematics. 

3.  Another  master  was  Joseph  Yerkes,  who  taught  the 
same  branches  as  Todd. 

4.  George  Smith  taught  reading,  writing  and  arithmetic 
to  the  children  of  Friends  and  others. 

5.  Anthony  Benezet  at  this  time  was  employed  in  teach- 
ing the  Girls'  School  in  which  were  received  also  the  children 
of  other  denominations  besides  Friends. 


"Min.  Phila.  Mo.  Mtg.,  6 — 26 — 1748,  64.  It  appears  that  John 
Pothergill  and  John  Hunt  in  London  had  signed  a  contract  with  Willian 
teaching  in  the  school,  on  behalf  of  John  Kinsey  and  Israel  Pemberton 
in  Philadelphia.  He  was  to  be  employed  one  year  at  150  pounds  (Pa. 
currency)  and  the  expense  of  his  journey  to  the  city.  He  was  to  teach 
Latin  and  Greek  and  "other  parts  of  learning."     (P.  C.  S.  M.,  I,  64). 

"/Wd.,  II— 25— 1763,  188. 

'»See  page  54. 

*"Min.  Phila.  Mo.  Mtg.,  5 — 25 — 1764,  234. 

"Min.  Phila.  Yearly  Mtg.,  10—1778,  408  fiE. 

^'Min.  Phila,  Mo.  Mtg.,  7 — 30 — 1779,  151. 


Education  in  Philadelphia 


59 


6.  Sarah  Lancaster  taught  the  younger  children  of  both 
sexes  the  rudiments  of  learning,  and  other  branches  stdtable 
to  girls. 

7.  Rebecca  Jones  and  Hannah  CathraU  taught  together 
in  the  same  school,  which  was  for  girls,  a  large  number  of 
them  poor. 

8.  A  school  for  younger  boys  and  girls  of  various  societies 
was  taught  in  Pine  Street  by  Essex  Flower. 

9.  Spelling  and  reading  were  taught  the  yoimger  children 
by  Ann  Rakestraw. 

It  appears  from  the  meeting's  records  that  these  masters 
and  mistresses  were  all  Friendv*?,  and  that  the  schools  which 
they  taught  were  under  the  direction  of  the  overseers  of  the 
public  school.^  Five  years  later  another  report  was  pre- 
pared and  presented  on  the  state  of  schools.  At  the  later 
date  several  new  names  are  found  among  the  teacher.'^. ^ 

1.  The  Latin  and  Greek  Grammar  School  is  under  the 
direction  of  Robert  Proud,  the  historian. f 

2.  John  Todd  still  continues  in  his  old  place. 

3.  Isaac  Weaver  teaches  boys  reading,  writing,  and 
arithmetic. 

4.  Sarah  Lancaster  continues  in  her  old  position  as 
teacher  of  yoimg  children. 

5.  William  Brown,  engaged  in  teaching  a  girls'  school. 

The  five  schools  above  mentioned  were  under  the  direction 
of  the  school  corporation  of  overseers,  and  poor  children  were 
taught  there  free  of  expense.  The  committee  also  reported 
on  five  other  schools,  whose  masters  and  mistresses  were 
either  Friends  or  made  the  professions  of  that  religious 
society.^ 


«*Min.  Phila.  Mo.  Mtg.,  7 — ^30 — 1779,  151. 
^Ibid.,  I — 30 — 1784,  123  ff. 

fOur  attention  is  first  called  to  Robert  Proud  in  1759,  when  Israel 
Pemberton  made  known  to  the  Board  that  he  had  received  a  letter  from 
J.  Fothergill  of  London  recommending  him  (Proud)  as  "a  person  well 
qualified  to  instruct  our  youth  in  divers  branches  of  learning."  A  num- 
ber were  named  to  speak  with  him,  saying  they  were  unanimously  agreed 
to  employ  him.  Proud  was  thus  employed  till  1770  when  he  resigned. 
(P.  C.  S.  M.,  I,  334,  and  I,  175). 

^Ibid. 


Schools  and 
teachers 
reported  in 
1784 


6o 


Early  Quaker  Education  in  Pennsylvania 


Other 

schools 

reported 


Richard 
Hartshome 
superintend- 
ent of  the 
new  school 
established 
at  Westtown 


Mary  Harry,  teaching  in  Charters  Alley. 
Joseph  Clarke,  teaching  in  the  girls  school. 
Mrs.  Clarke  (wife  of  Joseph). 
Ann  Marsh,  teaching  about  fifty  girls. 
Mary  McDonnell,  teaching  fifteen  children. 


This  report  of  1784  is  the  best  during  the  century  which 
gives  a  clew  to  the  members  in  the  teachers'  ranks.  The 
growth  from  a  school  employing  one  teacher  to  a  system 
employing  ten  does  not  seem  great  when  measured  by  our 
present  standards  of  increase,  but  for  that  century  it  is 
significant  of  rapid  growth.  Many  of  the  teachers  were 
people  of  no  great  importance,  whose  names  were  probably 
never  known  outside  of  Quaker  circles;  others  weie  dis- 
tinctly well  known.  In  1799  we  find  one  other  Quaker 
schoolmaster  mentioned,  Richard  Hartshome.  The  idea  of  a 
boarding  school  for  Friends'  children  had  received  quite  an 
impetus  about  1791,  due  largely  to  the  interest  and  influence 
of  Owen  Biddle,^  and  by  1799  the  school  was  ready  to  begin 
operations.^'  Richard  Hartshome  was  chosen  to  serve  as  its 
first  superintendent  and  with  the  permission  of  the  Monthly 
Meeting  of  Philadelphia  moved  to  Westtown  in  1799.*^ 


Three  chief 
means  of 
support 


SUPPORT   OF   THE    SCHOOLS 

From  the  very  beginning  of  the  schools  in  Philadelphia 
their  primary  means  of  support  lay  in  voluntary  subscriptions. 
We  have  already  seen  that  this  was  the  accepted  means  of 
raising  money  to  maintain  the  poor  and  orphans,*^  and  also  to 
build  their  meeting  houses;  it  was  quite  the  natural  way, 
really  about  the  only  way  then  familiar  to  them  for  maintain- 
ing their  school  system.  As  the  meeting  grew  and  the  schools 
also  increased  many  members  were  led  to  believe  that  it 
was  advisable  to  endow  them  with  legacies.  This  being  in 
accordance  with  the  recommendations  of  the  Yearly  Meetings 
of  London  and  Philadelphia,^"  it  became  quite  a  common 

**Min.  Phila.  Mo.  Mtg.,  4 — 25 — 1791,  in. 
*^Wickersham,  91. 

**Min.  Phila.  Mo.  Mtg.,  4 — 25 — 1799,  217. 
89G.S.P.P.,  1,252. 

'"A  collection  of  Christian  and  Brotherly  advices,  1753  (found  in  most 
of  the  depositories  for  records). 


Education  in  Philadelphia 


6z 


procedure  in  Philadelphia,  as  al?o  in  the  other  monthly- 
meetings.  Their  third  means  of  support  was  the  rate  which 
was  paid  by  all  children  whose  parents  were  able  to  bear  the 
expense  of  their  education. 

As  has  been  stated,  subscriptions  wctc  made  voluntarily, 
though  they  might  be  rigorously  solicited,  enough  at  least  to 
make  some  feel  uncomfortable  who  did  not  contribute  when 
they  were  able.  There  are  instances  which  might  be  con- 
sidered as  mandatory  though  such  cases  are  very  rare. 
One  such  occurred  in  1701  when,  Tobias  Dinnock  desiring  a 
certificate,  the  meeting  reported  there  was  nothing  to  hinder 
it  save  that  he  had  not  paid  anything  toward  the  school.'^ 
This  does  not  mean  that  he  had  to  subscribe  but  it  was  doubt  - 
less  im pleasant  pressure  to  have  brought  to  bear  on  one. 
Subscriptions  were  usually  made  and  paid  at  the  subscriber's 
convenience,  or  on  a  date  which  he  designated  when  making 
the  subscription.  Though  this  was  ideally  satisfactory  it 
often  failed  to  work  out  just  at  the  right  time,  so  it  was  neces- 
sary to  appoint  a  committee  to  go  out  after  the  subscriber 
and  get  that  which  he  had  promised  to  pay.  The  first 
record  of  a  committee  appointed  on  a  service  of  this  kind  was 
in  1691.  The  work  of  such  committees  was  continued 
throughout  the  century,  and  the  following  extract  will 
indicate  very  well  their  function,  without  further  explanation 
or  reference. 

Whereas  several  of  the  subscriptions  towards  the  school  are  unpaid? 
the  Meeting  beng  engaged  for  the  same,  they  have  requested  Alexander 
Beardsley,  Anthony  Morris,  Francis  Rawles,  John  Delavall  and  Samuel 
Richardson  to  use  their  endeavors  to  get  what  is  unpaid  of  the  said  sub- 
scriptions, and  they  are  desired  to  pay  what  money  they  receive  unto 
Robert  Turner  and  give  account  thereof  to  the  next  Monthly  Meeting.** 

The  rates  paid  by  parents  in  the  earlier  years  of  their  colony 
are  seen  in  the  establishment  of  Flower's  school  in  1683.'^ 
The  next  references  made  to  the  amounts  paid  foi  instruction, 
under  the  rate  system,  are  in  the  report  of  the  school  com- 
mittee of  the  Overseers  in   1784.^     Flower  received  foiu- 

"Min.  Phila.  Mo.  Mtg.,  8—31 — 1701. 

^Ibid.,2 — 29 — 1691;  similar  references,  76«i.,  I — 31 — 1699;  6 — 30 — 
1700;    3— 30— 1 701. 
"See  page  43. 
"Min.  Phila.  Mo.  Mtg.,  i — 30 — 1784,  I23ff. 


Rates 
charged 


62 


Early  Quaker  Education  in  Pennsylvania 


Special 
bequests  and 
legacies 
recommend- 
ed and  their 
probable 
eflfect 


shillings  per  quarter  for  teaching  reading,  six  shillings  for 
reading  and  writing,  and  eight  for  reading,  writing  and  casting 
accounts;  if  by  the  year,  then  everything  was  furnished  for 
ten  pounds.  In  1784  Isaac  Weaver  received  thirty  shillings 
per  quarter  for  teaching  the  same  subjects  which  Flower  had 
taught  for  eight. ^^  William  Brown  also  received  the  same 
amount  for  the  same  subjects  which  he  taught  the  whole 
day.^^  Joseph  Clarke  was  teaching  for  thirty  shillings. 
For  instruction  in  the  three  R's  it  appears  that  the  general 
tendency  for  the  cost  in  1784  was  about  twenty-two  shillings 
higher  than  it  was  in  1683.*  Small  children  were  taught 
generally  at  about  fifteen  shillings  per  quarter,  or  half  the 
customary  price  for  older  pupils  whatever  that  might  be. 
The  general  custom  was  that  in  cases  where  the  school  corpora- 
tion sent  poor  children  to  a  teacher  they  were  admitted  for  a 
lesser  rate  than  the  others;  if  fifteen  shillings  were  paid  by 
others,  then  ten  shillings  might  be  paid  for  the  poor  children, 
schooled  at  the  trustees'  expense.  These  prices  for  teaching 
among  the  Quaker  masters  are  quite  comparable  with  those 
demanded  by  other  private  masters  in  the  city  at  about  the 
same  dates.®' 

As  was  cited  previously  in  this  work,®*  the  practice  of 
making  special  donations,  bequests  and  legacies  was  urged 
by  the  yearly  meeting  as  a  proper  means  of  support  for  the 
schools  or  other  institutions.  These  recommendations  of  t  e 
yearly  meeting  which  were  written  in  the  form  of  letters,  were 
transmitted  to  the  quarterly  meetings  and  through  them 
reached  all  members  of  the  monthly  and  preparative  meetings 
in  the  compass  of  the  general  assembly.  It  cannot  be 
doubted  that  they  were  a  very  important  means  to  instill  a 
desire  to  give  to  a  worthy  cause,  and  the  very  similar  pro- 
cedtu-e  in  all  monthly  meetings  seems  to  indicate  that  they 
constituted  the  most  effectual  means  for  getting  an5rthing 
definite  done  towards  establishing  any  permanent  foundation. 


»*Min.  Phila.  Mo.  Mtg.,  i — 30 — 1784,  i23flE. 

^Ihid. 

*The  reader  will  recall,  however,  that  in  1874  the  real  was  far  below 
the  face  value. 

*''Pa.  Gaz.,  1772,  Ho.  2285;  Pa.  Gaz.  and  Wk.  Advt.,  1783,  No.  2782; 
Pa.  Gaz.  and  Wk.  Advt.,  Supplement,  1784,  No.  281 1. 

•*See  page  60,  note  90. 


Education  in  Philadelphia 


63 


Nothing  in  the  way  of  a  complete  survey  of  various  legacies 
and  donations  given  to  the  schools  in  Philadelphia  will  be 
attempted  here,  even  granting  that  it  might  be  interesting 
enough,  but  a  few  of  them  will  be  treated  briefly.  The  first 
example  of  this  individual  philanthropy  came  before  the 
monthly  meeting  in  1699,  when  the  will  of  John  Lineham  was 
read,  by  which  he  proposed  to  leave  "twenty  pounds  for  the 
use  of  the  public  school."^®  This  sum  was  not  to  be  expended 
at  once  for  present  needs  but  was  to  be  kept  as  a  "stock 
forever  for  that  use."  Two  members,  John  Kinsey  and 
Ralph  Jackson,  were  ordered  to  pay  in  the  said  amount  that 
it  might  be  turned  over  to  Edward  Shippen  the  treasurer. 
Other  legacies  were  left  by  Robert  Wade^°°  and  Mary 
Richards.^"^  In  regard  to  the  former  there  was  trouble 
about  getting  it  settled,  which  lasted  for  many  years.^"^  The 
above  names  are  only  a  few  of  the  many  who  are  mentioned 
by  the  minutes  up  to  1700  as  having  left  donations  for  the 
school.  There  were  indeed  many  others.  In  that  year 
(1702)  it  was  considered  advisable  that  an  account  be  kept 
of  all  legacies  which  had  been  granted  to  the  use  of  the  public 
school,  as  also  those  granted  for  the  poor.  Isaac  Norris  was 
appointed  to  prepare  this  account.  Its  purpose  was  probably 
to  straighten  out  the  tangle  into  which  some  of  them  had 
fallen  (especially  that  of  Robert  Wade)  and  that  one  man 
might  be  held  responsible  for  the  expendittu-e  of  funds.  No 
funds  were  to  be  paid  out  for  the  use  of  schools  by  Norris, 
except  on  the  order  of  the  overseers.  Funds  for  the  poor 
might  be  expended  at  the  order  of  the  monthly  meeting.^*" 

The  appointment  of  some  one  to  see  that  an  accotmt  of 
legacies  be  kept,  restdted  in  some  investigation  of  those 
already  granted.  It  appears  that  that  of  Robert  Wade,  who 
probably  died  before  1686,^°*  had  not  been  paid  at  all  accord- 
ing to  the  stipulation  of  the  donor,  which  stated  that  £5 
should  be  paid  yearly  for  the  use  of  the  school.     The  first 


"Min.  Phila.,  Mo.  Mtg.,  3—26 — 1699. 
"o/Wd,,  12—28—1702. 
"i/frid.,  II — 29 — 1702. 
^^Ibid.,  I— 28— 1707. 
^'^Ibid.,  II — 29 — 1702. 

i^No  record  of  his  death  is  found  in  Records  of  Births  and  Deaths 
b^inning  with  1686. 


Will  of 

John 

Lineham 


L^acies 
of  Wade 
and  Richards 


64 


Early  Quaker  Education  in  Pennsylvania 


Trouble  over 
the  R.  Wade 
legacy 


Negro  school 
likewise 
received 
gifts 


record  of  a  payment  of  the  £5  was  in  1699.^°*  David  Lloyd 
and  John  Jones  were  accordingly  appointed  to  attend  to 
j^_io6  Their  success  does  not  seem  to  have  been  very  marked 
as  in  1704  the  minute  again  urges  them  to  treat  with  John 
Wade  (brother)  concerning  the  legacy.^"''  This  was  done, 
but  their  efforts  met  with  a  refusal  to  pay  the  money,^°*  so  a 
committee  of  three  Friends  was  appointed  with  others  to 
advise  whether  it  should  be  sued  for  or  not.  Such  activity 
continued  without  any  significant  variant  features  until  1707, 
when  it  was  proposed  by  those  "concerned,"  presumably  his 
brother,  to  buy  off  the  legacy.  Having  been  unpaid  for 
several  years  past,  it  was  considered  best  that  something  be 
gotten  out  of  it,  so  a  committee  of  three  of  the  overseers  was 
appointed  to  treat  with  the  buyers  and  make  as  satisfactory 
terms  as  they  could.^"^  The  minutes  point  to  the  fact  that 
it  was  not  settled  to  any  one's  satisfaction.  In  17 12  it  was 
still  before  the  meeting  and  again  in  1727  the  overseers  are 
directed  to  use  "their  care  to  get  the  legacy  left  by  Robert 
Wade  secured."""  Among  other  legacies,  obtained  more 
easily,  was  one  devised  by  Jonas  Langford,  which  was  brought 
to  the  attention  of  the  meeting  in  171 1.  The  amount  of  it 
was  £50  in  Antigua  money. 

The  Public  School,  established  by  charter,  was  not  the  only 
recipient  of  such  permanent  endowments.  The  Negro 
School  was  a  popular  and  proper  object  of  philanthropy  and 
wav^  benefited  by  bequests  very  early  after  its  establishment 
in  1770."^  The  first  donation  came  in  1771  when  £2,  Penn- 
sylvania currency,  were  given  to  Israel  Pemberton  and 
Anthony  Benezet  or  their  executors  to  be  appropriated  for 
the  promotion  of  the  school  for  Negroes,  and  to  be  paid  to 
such  trustees  as  might  be  appointed  to  the  care  of  the  said 
school."^    In  the  year  following  another  legacy  of  £10  was 


lo^Min.  Phila.  Mo.  Mtg.,  2—28—1699. 

^'^Ibid.,  12 — 28 — 1702. 

"'/6id.,  4 — 30 — 1704. 

^"^Ibid.,  7 — 28 — 1704,  420, 

^o^bid.,  I— 28— 1707. 

^^'^Ibid.,  II— 26— 1727-8. 

"'See  page  243f. 

i^Min,  Phila.  Mo.  Mtg.,  4 — 26 — 1771,  444. 


Education  in  Philadelphia 


6S 


left  fc  r  the  in'^truction  of  the  Negroes,  and  paid  to  Richard 
Blackham,  treasurer  of  that  institution."'  Anthony  Benezet 
at  his  death  left  a  considerable  sum  as  a  legacy,  which,  added 
to  the  amount  of  salary  which  was  still  owing  him  for  services 
in  the  said  school,  had  amounted  by  1800  to  £103  and  4s."* 
The  amount  of  other  doiiations  to  that  institution  up  to  date 
amounted  to  £117/5/11."^ 

In  addition  to  the  ways  already  mentioned  there  was  also 
occasional  recourse  to  a  bond  issue  for  raising  ftuids,  but  the 
last  was  not  common,  being  used  only  in  emergency  cases. 
The  first  example  of  it,  which  has  come  to  the  writer's  atten- 
tion, was  in  1701,  when  it  had  been  decided  to  build  a  school 
house  and  the  work  being  begun,  a  lack  of  funds  occurred 
which  prevented  continuing.  To  meet  this  emergency  it  was 
agreed  that  the  committee  having  charge  of  the  financial 
matters  should  "take  up  100  pounds  upon  interest  for  one 
year,  giving  bond  jointly  for  the  same  and  this  meeting  does 
engage  to  indemnify  them  for  the  payment.""^ 


Funds  also 
raised  by 
bonds, 
rarely 


BUILDINGS   AND   GROUNDS 

Various  items  on  buildings  and  groimds  occupy  a  con- 
siderable amount  of  attention  on  the  part  of  the  monthly 
meeting  though  the  minutes  are  usually  of  general  nature. 
The  place  of  Keith's  school  (1689)  was  doubtless  no  more  than 
an  ordinary  house  procured  for  the  use  of  his  family  and  the 
school  at  the  same  time."^  This  proved  satisfactory  only  for 
a  short  time,  and  to  remedy  Keith's  complaint  (1690)"^  of 
its  "straightness"  another  more  convenient  room  was  arranged 
for  by  the  committee  with  John  Fuller  for  the  rent  of  £13 
a  year.  The  former  had  cost  but  ten."®  It  is  likely 
that  the  school  continued  to  be  held  in  the  same  hotise, 
others  similarly,  for  about  reven  years;  there  is,  at  any  rate, 
no  mention  of  change  of  place  or  location  for  that  period  of 


*"Mm.  Phila.  Mo.  Mtg.,  12 — 25 — 1772,  145. 

^*Ibid.,  II — 2 — 1800,  300. 

^Ibid. 

^^Hbid.,  9 — 28 — 1 70 1,  315. 

^Uhid.,  5—26—1689,  154. 

^^Ibid.,   I — 28 — 1690,   163. 

^^Ubid.,  2 — 26 — 1690,  164. 


Place  of 

first  school 


66 


Early  Quaker  Education  in  Pennsylvania 


School  in 
loft  of  the 
meeting 
house 


Property 
purchased 
for  the 
Public  School 


First  record 
of  house 
built  for 
school 


Property 
acquired 
by  gift 


time.  At  the  end  of  that  time  the  meeting  made  preparation 
to  receive  the  school  into  the  "inner  chamber  over  the  meeting 
house,"  the  expense  of  fitting  it  up  being  paid  out  of  the 
meeting's  stock. ^2*^  It  was  in  this  school  in  the  loft  of  the 
meeting  hou^^e  that  Daniel  Pastorius  and  Thomas  Makin  first 
taught  the  school  together,  ^^i  'phg  meeting  house  served  thus 
as  schoolhouse  until  early  in  the  year  1698,  when  propeity 
was  purchased  for  the  purpose,  the  meeting  minute  of  the 
transaction  being  as  follows: 

Whereas  Friends  have  purchased  an  house  and  lot  of  Lionell  Brittain 
for  the  service  of  the  public  schools,  according  to  that  has  already  been 
agreed  to  by  this  meeting,  and  the  said  piu-chase  is  approved,  and  David 
Lloyd  is  desired  to  draw  the  writings  for  confirmation  of  the  same  unto 
Edward  Shippen  until  he  be  secured  the  money,  and  then  he  to  reconvey 
it  again  for  the  use  aforesaid.^^ 

In  1 70 1  we  find  the  first  record  for  building  a  house  for 
the  sole  use  of  the  school,  presumably  on  the  lot  previously 
purchased  by  the  meeting.  ^^^  Robert  Burrough  and 
Nathaniel  Edgcomb  were  appointed  to  get  the  subscription 
for  the  building  and  pay  to  Anthony  Morris,  who  was  to  agree 
with  suitable  workmen  for  the  building. ^^  The  dimensions, 
"20  feet  wide  by  60  feet  long,"  were,  at  first  consideration, 
thought  to  be  satisfactory,  but  it  was  finally  decided  to  build 
it  24  feet  by  60  feet.^^^  The  work  was  at  first  to  be  supported 
by  subscriptions,  but  before  its  completion  it  became  neces- 
sary to  issue  bonds  for  the  amount  of  £100.^^ 

The  acquisition  of  property,  this  time  by  gift,  continued. 
In  1 70 1,  Daniel  Lloyd  reported  that  a  deed  for  the  lot  in  High 
Street,  given  by  Samuel  Carpenter  to  Friends  for  the  use  of 
the  free  school,  was  signed  to  the  said  Samuel,  and  the  meeting 
directed  him  to  get  another  drawn  to  the  overseers  of  the 
school.^"  It  might  easily  appear  that  the  new  schoolhouse, 
just  proposed,  was  to  be  built  on  this  lot  and  not  that  pre- 


''"'Min.  Phila.  Mo.  Mtg.,  11 — 28 — 1697,  227. 

^^Ibid.,  2 — 29 — 1698,  229. 
^^^Ibid.,  2 — 25 — 1 701,  292. 
^^Ibid.,  3 — 30 — 1 701,  294. 
^Ibid.,  4 — 27 — 1 701,  298. 
"Hbid.,  9 — 28 — 1701,  315. 
"Ubid.,  II — 30 — 1 70 1,  322. 


Education  in  Philadelphia 


67 


viously  purchased  of  Lionell  Brittain.  After  due  considera- 
tion it  seems,  however,  that  the  greater  weight  is  in  favor  of 
its  having  been  built  on  the  Lionell  tract.  The  minutes  show 
that  as  late  as  2d  month,  24th,  1708,  the  deed  for  the  lot  from 
Samuel  Carpenter  to  the  meeting  had  not  been  drawn  up.^* 
But  as  was  previously  mentioned,  Anthony  Morris  had  been 
told  to  engage  workmen  (3d,  30th,  1701)^29  ^nd  the  statement 
that  £100  had  to  be  raised  by  bond  to  carry  on  the  work 
(2nd  month,  28th,  1701)1^°  would  indicate  that  the  work  had 
actually  been  begun  and  was  perhaps  well  towards  completion 
by  the  end  of  that  year.  It  seems  quite  impossible  that  any 
such  building  program  would  have  been  carried  on  so  long 
before  the  transfer  of  property  was  properly  drawn  up  and 
signed.  The  years  1704  and  1705  are  busy  with  the  details 
of  getting  several  pieces  of  property,  piu"chased  and  received 
as  gifts,  confirmed  by  the  commissioners  of  property. ^'^ 
Late  in  1705  it  is  stated: 

All  is  done,  viz.:  a  patent  for  a  front  lot,  a  High  Street  lot  and 
twenty  acres  of  liberty  land  and  also  a  patent  for  a  bank  lot.  .  .  . 
But  this  meeting  house,  ground  and  schoolhouse  ground,  being  only  in 
the  name  of  Edward  Shippen,  in  case  of  mortality,  Friends  think  there  is 
a  necessity  for  a  speedy  reconveying  thereof  to  more  hands  and  for  the 
particular  use  intended  ....  desired  that  the  said  Edward 
Shippen  may  convey  them  to  Samuel  Carpenter,  R.  Hill  and  Anthony 
Morris,  being  the  persons  in  whose  name  the  Patents  are  granted  unto, 
adding  the  names  of  all  the  overseers  of  the  Free  School  in  the  part 
belonging  to  the  said  school.'^' 

Some  light  is  thrown  upon  the  interior  arrangement  of  the 
school.  In  1 7 12  Thomas  Griffith  was  ordered  to  pay 
Christer  Thomason  12  for  "making"  a  stove  in  the  school- 
house,^^  presumably  an  old  fashioned  brick  stove,  such  as  a 
few  years  later  was  condemned  by  William  Robbins  as  being 
"injurious  to  many  of  the  scholars.""*  Mr.  Robbins  pro- 
posed that  a  "chimney  might  be  erected,"  and  Samuel 
Preston  was  appointed  to  have  it  done,  if  not  inconvenient 


"*Min.  Phila.  Mo.  Mtg.,  2 — 24 — 1702,  329. 

"•See  page  66. 

''"See  page  66. 

"'See  the  minutes  from  1704  and  1705,  pages  420  to  463,  various  items. 

"*Min.  Phila.  Mo.  Mtg.,  10 — 28 — 1705,  463. 

^"Jbid.,  2 — ^25 — 17 12,  222. 

'"/Wd.,  8— 28— 17 15. 


Property 
confirmed 


Heating 
facilities 


68 


Early  Quaker  Education  in  Pennsylvania 


or  expensive.     He  reported  that  it  would  be  a  greater  charge 
than  represented  and  would  hardly  answer  the  end  proposed 
An  iron  stove     nearly  so  satisfactorily  as  an  iron  stove,  which  he  had  thought 
placed  in  necessary  and  had  accordingly  had  set  up,  to  be  removed 

the  school  however  if  the  meeting  did  not  approve  of  his  action.  ^^^    The 

charge  for  the  iron  stove  was  £7.^^^  Such  items  as  the  fore- 
going were  brought  up  in  the  monthly  meeting  which 
appointed  some  one  to  attend  to  this  or  that  detail;  as  the 
schools  grew  these  were  left  more  in  the  hands  of  the  school 
committee  or  overseers,  who  reported  occasionally  thereon. 
This  tendency  on  the  part  of  the  meeting  to  turn  over  the 
details  of  management  to  the  overseers  came  to  a  head  about 
1725,*  when  it  was  agreed  by  the  meeting  that  all  titles  to  the 
schoolhouses  and  other  property  be  conveyed  the  over- 
seers of  the  public  schools  and  a  minute  be  drawn  up 
relating  to  such  decision.  ^^^  In  the  month  following,  the 
minutes  of  the  committee's  report  were  made  referring  to  the 
transfer: 

Anthony  Morris,  Ebenezer  Sorge,  Samuel  Powell  and  Jones  being 
appointed  by  the  Monthly  Meeting  of  Philadelphia  the  2 — 30 — 1725, 
to  meet  with  the  overseers  of  the  public  school,  do  acquaint  them  that 
the  said  meeting  being  concerned  for  the  promotion  of  the  public  school 
have  unanimously  agreed  that  the  title  of  the  school  house  and  ground 
with  the  lots,  tenements  ....  now  in  the  tenure  of  Evan  Owen 
and  Thomas  Cannon  with  all  the  other  titles  of  real  estate  and  annuities 
appertaining  to  the  public  school,  be  vested  in  the  overseers  thereof  and 
desire  for  the  future  distinct  accounts  may  be  kept  of  all  legacies  and 
donations  made  to  the  said  schools  in  order  that  the  same  may  be  duly 
applied  pursuant  to  the  intentions  of  the  donors  respectively. 

Then  follows  a  minute  of  the  overseers  stating  their  appre- 
ciation of  the  meeting's  cooperation  in  the  work  of  the  school. 

An  account  "^^^  Monthly  Meeting  of  Philadelphia  expressing  the  same  kind 

of  funds  to         inclination  to  encourage  that  at  first  led  them  to  erect  the  public  school 

be  made  ^^^  *°  procure  the  same  to  be  established  by  the  proprietor's  charter,  as 

it  is  now  under  the  care  of  the  pi-esent  overseers,  having  thought  it  neces- 


Overseers 
assume 
greater 
responsibility 


Titles  to 
property  to 
be  trans- 
ferred to  the 
overseers 


I'^Min.  Phila.  Mo.  Mtg.,  9 — 25 — 17 15,  lof, 

^^^Ihid.,  10 — 30 — 1715,  II. 

*The  overseers  of  the  school  had  kept  a  regular  record  of  their  meeting 
in  regard  to  schools,  since  17 12;  they  were,  however,  closely  associated 
with  the  monthly  meeting  in  the  school  affairs.  (P.  C.  S.  M.,  I,  first 
record  in  1712.) 

^"Ibid.,  2 — 30 — 1725,  119. 


Education  in  Philadelphia 


69 


sary  that  an  exact  account  should  be  taken  of  all  the  benefactions 
intended  by  the  several  donors  for  the  use  of  the  said  school,  the  moneys 
or  eflFects  whereof  might  have  come  under  the  direction  of  the  said 
meeting.  In  order  thereunto  appointed  some  friends  to  adjust  the  said 
accounts  with  the  overseers,  which  being  carefully  done,  it  appears  the 
meeting  has  received  of  such  benefactions  as  aforesaid  for  the  use  of  the 
school  the  siun  of  £226.  .  .  .  and  that  they  expended  in  the  build- 
ing the  school  house  which  was  begun,  carried  on  and  finished  under 
their  care  and  direction  the  sum  of  £264  and  3d,  whereby  the  meeting 
is  in  disburse  for  the  public  schoolhouse,  above  what  they  received  in 
the  sum  of  £37/15/3,  which  last  sum  or  balance  they  were  pleased 
freely  to  ...  .  grant  and  release  to  the  said  school,  together  with 
the  lot  belonging  to  it  and  all  those  (equipages)  and  tenements  now  in 
the  occupation  of  Evan  Owen  and  Thomas  Cannon  with  their  appurte- 
nances and  all  the  rents,  profits  and  issues  thereof,  and  have  accordingly 
ordered  the  persons  who  are  by  legal  deeds  or  instruments  vested  with 
the  right  to  the  said  tenements  in  trust  for  the  meeting  to  (grant)  and 
absolutely  convey  the  said  schoolhouse  and  ....  with  the  lots 
and  grounds  on  which  they  stand  and  appurtenances  to  the  overseers  of 
the  school,  to  be  held  by  them  and  their  successors  for  the  use  of  the 
pubUc  school  foimded  by  charter  in  the  town  and  county  of  Philadelphia 
in  Pennsylvania,  forever."* 

This  transfer  was  at  once  acknowledged  by  the  overseers 
in  a  minute  of  the  same  date,  and  Thomas  Griffiths  and  John 
Goodson  were  desired  to  execute  the  proper  papers  conveying 
the  properties  to  the  said  overseers  of  the  public  schools, 
which  was  accordingly  done  before  the  next  meeting  (4th 
month,   1725).'^^ 

By  this  time  (1733)  the  old  building  erected  in  1701  was 
badly  in  need  of  repairs,  but  on  a  closer  examination  it  was 
decided  more  economical  to  pull  down  the  old  and  build  a  new 
one,  more  convenient,  on  the  north  side  of  the  school  lot."" 

The  work  was  begvm  immediately,  though  a  lack  of  funds 
hindered  its  completion  for  some  time."'  The  demand  for 
an  increase  of  btiilding  space  seems  to  have  been  repular  and 
urgent,  indicating  a  healthy  growth  of  the  system.  In  1740, 
when  the  consideration  for  a  new  meeting  house  came  up,  it 
was  decided  to  build  it  large,  "with  chambers  over  it  commo- 


Papers  to  be 
executed 
conveying 
the  properties 


New  building 
proposed 

and  b^;un 

New  meeting 
house  built 
large   to 
contain 
school  rooms 


"«Min.  Phila.  Mo.  Mtg.,  3 — 28 — 1725,  121  ff. 
^^Ubid.,  4—25—1725,  124. 
"°Ibid.,  12 — 22 — 1733-4,  142. 
^*^Ibid.,  4 — 25 — 1736,  271. 


70 


Early  Quaker  Education  in  Pennsylvania 


New  school 
building 
requested  on 
the  Fox  lot 


Tenement 
buildings 
erected  on 
lots  as  an 
investment 
for  the  school 


diovs  for  school  rooms."^^^  In  1744  the  overseers,  finding  the 
old  school  building  inconvenient  in  divers  respects,  requested 
the  monthly  meeting  to  name  a  committee  to  confer  with 
than  on  a  plan,  location  and  dimensions  of  a  new  building. 
Michael  Lightfoot  and  twelve  others  were  named. ^^^  The 
committee  decided  to  locate  the  building  on  the  south  side  of 
the  lot  devised  by  WilUam  Forest,  the  dimensions  to  be  about 
60  feet  by  3  5  feet  in  the  clear  and  two  stories  high,  also  a  cellar 
under  it,  rising  three  feet  above  the  surface  of  the  ground. 
This  quite  pretentious  building  was  not  to  be  finished  entirely 
at  this  time.  The  plan  was  to  enclose  all  of  it  and  finish  the 
interior  as  the  size  of  the  school  demanded. ^^ 

For  twelve  years  apparently  no  further  building  projects 
were  launched.  Then  the  overseers  appealed  to  the  meeting 
for  permission  to  erect  a  school  on  the  middle  of  the  lot  left 
to  them  by  George  Fox.  This  was  agreed  to  by  that  assem- 
bly and  a  committee  named  to  remove  the  present  incumbent 
of  the  lot  who  had  not  paid  the  rent  for  some  years  past."^ 
Their  next  building  was  begun,  not  for  the  purpose  of  a  place 
of  instruction,  but  as  investment:  It  was  proposed  to  the 
monthly  assembly  in  1760  that  several  houses  be  erected  on 
the  schoolhouse  lot  fronting  Chestnut  Street,  expenses  de- 
frayed out  of  the  treasury  of  the  overseers,  for  the  purpose 
of  increasing  the  yearly  income  of  the  property  ^*^  The  sug- 
gestion was  well  received  and  the  liberty  granted  to  erect  one 
or  more  such  houses.'*^  In  1767  the  accommodations  for  the 
Girls'  School,  being  unsatisfactory,  the  overseers  of  the  school 
requested  permission  to  have  the  chamber  of  the  meeting 
house  fitted  up  as  a  place  for  them,  which  was  taken  under 
consideration  by  a  committee  of  the  meeting  appointed  for 
that  purpose.  ^''^ 

The  Negro  School,  established  1770,  was  first  housed  in  a 
building  rented  for  that  use,^*^  in  which  it  continued  for 


'«Min.  Phila.  Mo.  Mtg.,  5— 
^*^Ibid.,  10 — 28 — 1744,  378. 
'"/Wd.,  II— 25— 1744,  379. 
^^Ihid.,  8 — 27 — 1756,  243. 
^^Ihid.,  4—25—1760,  248  ff. 
^*Ubid.,  6 — 27 — 1760,  259. 
^*Ubid.,  II — 27 — 1767,  199. 
^*^Ibid.,  6 — 29 — 1770,  398. 


25— -1740,  318. 


Education  in  Philadelphia 


71 


nearly  a  year.  The  plans  for  a  permanent  school  made  a 
building  for  that  purpose  desirable,  and  in  1771  the  com- 
mittee on  education  of  the  Negroes  requested  that  a  house  be 
built  on  the  lot  where  the  alms-houses  were  situated,  which 
was  granted.*^"  This  house  was  occupied  by  the  school  until 
charge  of  it  was  assumed  by  Anthony  Benezet  (1782),  who 
held  the  school  in  his  own  house.  ^^^ 

In  the  foregoing  pages  we  have  mentioned  some  of  the  facts 
of  the  establishment  and  development  of  the  school  in 
Philadelphia,  with  reference  to  (i)  foimding,  (2)  support,  (3) 
masters,  (4)  propertiss,  buildings  and  grounds.  It  is  deemed 
advisable  to  omit  from  this  chapter  any  presentation  of  curric- 
ulum, excepting  as  that  has  been  mentioned  at  a  few  places, 
reserving  such  presentation  to  a  chapter  comprising  all  the 
schools  established  in  Pennsylvania.  As  a  fitting  close  to  the 
previous  discussion  of  the  century's  development,  we  present, 
almost  entire,  one  of  the  reports  rettmied  by  the  committee  of 
the  meeting,  which  in  a  fair  way  will  tell  the  reader  more 
about  the  growth  up  to,  and  the  status  of  the  system  in  1784, 
than  will  any  discussion.  Portions  of  the  report  are  discussed 
in  other  chapters. 

The  schools  under  their  direction  and  care  within  the  limits  of  this 
meeting,  are: 

(i)  One  under  the  tuition  of  Robert  Proud,  by  whom  about  30  boys 
are  instructed  in  the  Latin  and  Greek  languages  and  some  branches  of 
the  mathematics;  his  salary  is  fixed  at  £250  per  annum,  having  an  usher 
who  is  allowed  £80  per  annum,  at  the  expense  of  the  estate  under  the 
care  of  the  overseers.  The  present  £6  per  annum  for  each  scholar  for 
which  he  accounts  to  the  said  overseers  and  has  for  one  year  past 
received  one  Guinea  entrance  to  his  own  use  and  charges  5/  for  fuel. 
We  had  some  conversation  with  him  on  the  case  necessary  to  guard 
against  the  use  of  such  books,  whose  contents  have  a  tendency  to  pre- 
possess the  youthful  minds  with  sentiments  unfavorable  to  the  Christian 
faith  and  the  true  spirit  of  the  gospel ;  which  appears  had  his  attention, 
having  observed  a  care  therein  agreeable  to  what  the  occasion  requires. 
In  this  school  are  read  Barclay's  Apology  in  Latin  and  the  Testament  in 
Latin  and  Greek.  The  overseers  have  enjoined  the  attendance  of  the 
scholars  who  are  chiefly  members  of  our  own  religious  society,  at  our 
meeting  on  the  fifth  day  of  the  week,  but  it  had  not  been  sufl&ciently 
observed. 


Building 
for  negro 
school  re- 
quested 
about  1 77 1 


Restatement 
of  points 
considered 


The  report 
to  the 
monthly 
meeting 
(1784)  indi- 
cates status 
of  schools  on 
that  date 


""Min.  Phila.  Mo.  Mtg.,  i — 25 — 1771,  430. 
"i/Wrf.,  5—31—1782,  28. 


72  Early  Quaker  Education  in  Pennsylvania 

(2)  One  under  the  care  of  John  Todd,  in  which  are  taught  reading, 
writing,  the  EngHsh  Grammar,  Arithmetic  and  some  other  branches  of 
the  mathematics.  It  consists  of  88  boys  on  this  Ust,  for  83  of  whom  he 
has  20/  per  quarter,  2/6  for  pen  and  ink,  5/  for  fuel;  on  the  entrance 
of  each  15/  except  where  the  parents  or  guardians  are  not  of  ability  to 
afford  it,  the  other  5  being  put  to  him  by  the  school  corporation,  he 
teaches  for  10/  per  quarter.  He  remarked  there  are  each  day  about  70 
together.  The  master  appears  careful  to  observe  good  order  in  his 
school  and  frequently  attends  our  meeting  on  the  5th  day  with  his 
scholars.  He  also  kept  a  night  school  in  the  winter  season  consisting 
of  82  scholars. 

(3)  One  by  Isaac  Weaver  consisting  of  about  28  boys,  being  limited 
to  10/  per  quarter,  2/6  for  pen  and  ink  and  5/  a  year  for  fuel,  he  takes 
no  entrance  fee  and  teaches  reading,  writing,  and  arithmetic,  and  is  care- 
ful to  keep  good  order  in  the  school,  also  frequently  brings  his  scholars 
to  the  meeting  fifth  day. 

(4)  William  Brown  teaches  girls  reading,  writing  and  arithmetic, 
language,  8  whole  days  at  30/  per  quarter  14  in  mornings  15/  per  quarter 
13  in  afternoon  15/  per  quarter  and  for  some  time  has  been  in  the  prac- 
tice of  taking  7/6  entrance  fee,  except  for  those  placed  with  him  by  the 
school  corporation — he  represents  some  difficulty  in  enforcing  the  rules 
and  regulations  provided  for  the  schools  on  account  of  the  greater 
number  of  his  scholars  children  of  persons  not  professing  with  us. 

(5)  Sarah  Lancaster  has  a  school  for  young  children  of  both  sexes 
consisting  of  about  64  scholars  of  whom : 

35  attend  whole  days  at  15/  per  Q. 

18  attend,  sent  by  school  corporation,  10/  per  Q. 

1 1  attend  half  days,  also  sent  by  them,  7/6  per  Q. 
Also  pay  for  fuel.     She  teaches  both  sexes  to  spell  and  read  and  the  girls 
to  sew  and  appears  to  have  an  orderly  school. 

In  all  the  foregoing  schools,  which  are  under  the  direction  of  the  school 
corporation,  41  poor  children  are  taught  at  their  expense.  We  also 
visited  the  following  schools,  the  masters  and  mistresses  of  which  are 
either  members  or  make  profession  with  our  religious  society,  but  are 
not  immediately  under  the  care  of  the  board.  (I  give  here  only  a  digest 
of  their  report), 
(i)     Mary  Harry. 

School  in  Charters  Alley;    15-16  children  at  15/  per  Q. 

Income  is  about  40  pounds  per  year. 

Not  a  Friend  but  attends  our  meetings. 

(2)  Joseph  Clarke. 

School  in  Fifth  St. ;  about  30  girls. 
Curriculum — reading,  writing  and  arithmetic. 
For  25  he  receives  30/  per  Q.  and  others  gratis. 

(3)  Mrs.  Clarke  (wife)  and  Joseph  Clarke. 

Same  house;    15-16  boys  reading;    and  the  girls,  sewing  at  15/ 
per  Q.  each;  they  try  to  attend  our  fifth  day  meetings. 


Education  in  Philadelphia 


73 


(4)  Anna  Marsh. 

50  (approximately)  girls  and  boys. 

Taught  reading,  and  the  girls,  needlework;   20/  per  Q. 

Each  has  a  right  of  membership  with  Friends. 

(5)  Mary  McDonnell. 

15  young  children  at  15/  per  Q. 

In  the  most  of  the  schools  there  are  nearly  one-half  if  not  more  of  the 
children  of  the  people  of  the  societies  and  we  wish  Friends  children  may 
not  be  too  frequently  excluded  for  want  of  room,  evident  inconvenience 
being  very  observable  in  the  present  mixed  state  of  schools,  it  is  much 
to  be  desired  that  a  more  select  mode  of  education  could  be  effectually 
promoted;  in  the  meantime  it  would  be  well  that  master  be  not  too  lax 
in  the  observance  of  the  rules.*** 

The  other  item  of  very  great  interest,  though  not  in  reality 
immediately  connected  with  the  schools  in  Philadelphia, 
concerns  the  establishment  of  a  boarding  school,  which  was 
to  be  founded  and  planned  after  one  of  the  oldest  and  largest 
schools  of  the  societ3%  the  great  Ackworth  School  in  Eng- 
land.'" The  project  was  greatly  encouraged  by  Owen 
Biddle,  who  (6th  month,  loth,  1790)  published  a  pamphlet 
of  52  pages  in  which  the  plea  for  such  a  school  was  elabo- 
rated.*" A  committee  was  appoint  ed  to  confer  wich  him,  and 
reported  they  wished  to  present  their  wishes  also  to  the  other 
monthly  meetings  of  the  city,'^  and  they  concturing;  to 
present  the  wishes  of  the  monthly  meetings  to  the  quarterly 
and  so  on  to  the  yearly  meeting.'"  The  report,  when  pre- 
sented to  the  other  two  monthly  meetings,  met  with  favor, '^' 
and  it  was  accordingly  agreed  (1792)  to  bring  the  matter 
before  the  quarterly  meeting. '^^  The  approval  of  the  quar- 
terly and  yearly  meetings*  in  the  time  immediately  ensuing 
resulted  in  the  plans  being  set  on  foot  for  a  subscription  of 
£5000  and  which  was  made  open  to  all  members  of  the 
yearly  meeting  in  whatsoever  quarter;  the  amoimt  of  these, 


^"Report  of  Committee  in  Phila.  Mo.  Mtg.  Min.  i — ^30 — 1784,  123  fif. 

i"See  Thompson,  Henry.    A  History  of  Ackworth. 

'**This  pamphlet  may  be  seen  in  H.  S.  P.,  Philadelphia. 

*»Min.  Phila.  Mo.  Mtg.,  4 — 25 — 1791,  m. 

^^Ibid.,  6 — 24 — 1791,  118. 

^"Ibid.,  7 — 27 — 1791,  123. 

^^Ubid.,  I — 27 — 1792,  140. 

*Minute,  Yearly  Meeting,  held  in  Philadelphia,  9th  and  loth  mos. 
1794. 


Boarding 
school  en- 
couraged by 
Owen  Biddle 


Approved  by 
quarterly 
and  yearly 
meetings 


74 


Early  Quaker  Edtication  in  Pennsylvania 


Rules  drawn 
up  therefor 


in  1797,  was  £247/10.^^^  The  school  established  at  West- 
town  on  the  tract  of  land  purchased  by  the  yearly  meeting, 
was  opened  in  1800/^"  with  Richard  Hartshome  as  the  first 
superintendent.^*^  Rules  and  regulations  for  its  conduct  had 
been  drawn  up  by  a  committee  appointed  by  the  yearly  meet- 
ing in  1794.* 


First  school 
probably  as 
early  as  17 10 
or  1711 


Greater 
activity 
near  middle 
of  century 


OTHER   SCHOOLS    IN   PHILADELPHIA   COUNTY 

The  date  of  the  first  school  in  Byberry  has  not  been 
definitely  determined,  though  it  can  surely  be  placed  at  a  very 
early  period  in  its  history,  as  early  asi7ioori7ii.  Richard 
Brockden,  who  later  taught  school  in  Philadelphia,'*^  was  a 
teacher  in  the  school  at  Byberry,  for  a  minute  of  Abington 
monthly  meeting  states  in  the  4th  month  of  the  later  year 
that  "At  this  meeting  Richard  Brockden,  late  schoolmaster 
at  Byberry,  had  a  certificate  granted  him  in  order  to  go  to 
England. "163 

This  would  indicate  that  the  said  Richard  had  been  teach- 
ing at  Byberry,  and  it  is  quite  probable  that  he  had,  but  it  is 
not  conclusive  evidence  that  he  did  so.  About  the  middle 
of  the  eighteenth  century  the  Byberry  Meeting  became  very 
active  in  schooling  the  children  of  poor  Friends.  This  move- 
ment, it  seems  from  all  records  found,  was  due  in  large 
measure  to  an  apportionment  received  from  a  legacy  left  by 
William  Carter  to  the  charge  of  Abington  Meeting,  for  the 
schooling  of  the  children  of  Friends  in  poverty.'*^  In  1755, 
it  was: 

.  .  .  .  agreed  that  Horsham,  Germantown,  Byberry  meetings 
shall  have  40  shillings  each  for  the  ensuing  year,  and  Oxford  twenty 
shillings,  Abington  three  pounds  for  the  same  time,  (of  the  annuity  left 
by  William  Carter)  in  order  that  the  same  may  be  employed  in  paying 
for  the  schooling  of  such  children  as  the  said  meetings  may  think  proper 
objects  thereof  if  they  find  any,  and  the  Friends  of  the  said  meeting  are 


»"Min.  Phila.  Mo.  Mtg.,  7—28—1797,  158. 
""See  history  of  Westtown  School. 
i"Min.  Phila.  Mo.  Mtg.,  4 — 26 — 1799,  217. 

*Minute,  Yearly  Meeting,  held  in  Philadelphia,  9th  and  loth  mos. 
1794- 
*«2Min.  Phila.  Mo.  Mtg.,  i — 3 — 1722,  83. 
'^'Min.  Abington  Mo.  Mtg.,  4 — 25 — 171 1,  73. 
^^Ibid.,  I — 27 — 1749,  50. 


Edtication  in  Philadelphia 


75 


desired  to  see  that  the  same  be  well  applied  and  that  the  children  who 
partake  of  the  benefit  thereof  do  go  regularly  to  school.'** 

The  money  thus  devised  to  the  meeting  was  in  the  care  of 
the  committee  appointed  by  the  same,  whose  duty  it  was  to 
receive  requests  and  to  investigate  all  cases  where  help  was 
requested  or  found  to  be  necessary.  The  accounts  of  the  said 
committee  were  audited  at  a  period  when  necessary  by 
Friends  appointed  especially  for  that  purpose.^®®  This  form 
of  philanthropy  became  very  popular  here,  as  in  other  meet- 
ings, almost  every  meeting  bearing  forward  a  new  record  of  it. 
In  1758  James  Thomtown  and  Giles  Knight  reported  that 
they  had  received  of  James  Paul  (treasurer  of  Abington 
Monthly  Meeting)  the  sum  of  £6,  part  of  the  donation  left 
for  the  poor  children's  schooHng.  and  had  appUed  £2  /s  of 
the  same  to  that  use,  leaving  a  remainder  of  £3/15  in  the 
hands  of  Knight.^®^    In  1770  the  records  run  in  this  manner: 

It  appears  that  Phillip  Wells  stands  in  need  of  some  of  the  moneys 
that  were  given  to  the  use  of  schoohng  poor  Friends  children;  Thomas 
Townsend  is  therefore  ordered  to  pay  forty  shillings  of  the  money  in  his 
hands."* 

Though  very  few  references  are  made  throughout  the  early 
period  of  the  schools,  it  is  quite  certain  from  the  nature  of 
these  reports  on  education  of  the  poor  that  the  schools  were 
continued  regularly.  When  the  yearly  meeting  began  to 
demand  reports  on  the  condition  of  the  schools,  there  was 
on  stir  about  the  matter  whatever,  the  first  report  being  that 
those  who  have  our  school  tmder  care  "report  that  it  is  in 
good  order.  "^^^  The  requests  coming  into  the  preparative 
meeting  for  information  on  schools,  were  referred  to  the 
standing  school  committee. ^^'^ 

The  standing  committee  performed  all  duties  in  connection 
with  the  school,  with  the  exception  of  certain  cases  of  diffi- 
culty, where  it  was  necessary  to  call  on  the  meeting  for 
assistance,  at  which  time  that  body  cooperated  with  them 


"''Min.  Abington  Mo.  Mtg.,  8 — 215 — 755,  151. 

'*«Min,  Byberry  Prep.  Mtg.,  4 — 24 — 1793. 

^^Ibid.,  8—23—1758. 

^^^Ibid.,  12 — 6 — 1770. 

^'^Ubid.,  7—25—1787. 

""Min.  Abington  Mo.  Mtg.,  5— 21— 1788. 


Donations 
under  care 
of  trustees, 
used  for 
schooling 
poor 


Case  of 

schools 

under 

standing 

committee 


76 


Early  Quaker  Education  in  Pennsylvania 


General  plan 
for  encour- 
agement of 
better  schools 


Byberry 
report  on 
schools 


through  specially  appointed  committees. ^'^  The  Byberry 
Preparative  Meeting  was,  of  course,  not  independent  in  this 
matter  of  school  organization;  their  place  was  very  much  in 
accord  with  that  suggested  by  a  committee  report  to  the 
various  preparative  meetings  in  1790: 

We  of  the  committee  appointed  to  attend  the  preparative  meetings 
with  the  extracts  in  order  to  spread  the  concern  of  our  last  yearly 
meeting,  have  attended  to  the  appointment  and  taken  into  due  considera- 
tion that  part  of  them  relating  to  schools,  and  being  desirous  to  adopt 
it  in  so  far  as  our  present  circumstances  will  admit,  and  in  order  to 
encourage  any  charitably  disposed  persons  who  may  incline  in  their  last 
will  and  testament  or  otherwise  to  give  or  bequeath  something  towards 
so  laudable  a  purpose  as  to  raise  a  certain  fixed  union  for  the  support  of 
schools,  it  is  our  desire  that  it  may  be  safely  counted  to  the  care  of  the 
preparative  meetings,  he  or  she  appointing,  if  they  see  fit,  their  own 
trustees  and  that  Friends  earnestly  endeavor  to  provide  for  the  school- 
masters a  house  lot,  ground,  etc.,  either  purchasing  or  renting,  whenever 
it  may  be  necessary,  and  that  our  minds  being  deeply  impressed  with  a 
sense  that  a  guarded  religious  education  of  the  rising  youth  is  a  matter 
of  great  importance  it  is  our  sense  of  judgment  that  Friends  within  the 
compass  of  this  meeting  should  be  pressingly  urged  to  consider  the 
necessity  of  employing  conscientious  and  pious  persons  as  schoolmasters, 
being  members  of  a  religious  society  and  that  the  preparative  meeting 
continue  to  appoint  committees  from  time  to  time  as  occasion  may 
require  to  have  the  care  and  oversight  of  such  schools  and  that  they 
visit  the  respective  schools  at  least  once  in  six  weeks  to  see  that  good 
order  be  observed,  and  for  the  encouragement  of  the  children  in  their 
learning,  and  render  an  account  thereof  to  the  preparative  meeting  once 
in  six  months.     Signed  the  28th  of  the  4th  month,  1790. 

By  Samuel  Gummere,  Silas  Walmsley,  Thos.  Walmsley,  . 
John  Townsend  and  Naylor  Webster.*" 

In  the  month  following  the  reception  of  these  suggestions 
from  the  monthly  meeting's  committee,  the  Byberry  school 
trustees  made  the  following  report  on  the  conditions  of  the 
schools,  and  the  nature  of  their  own  activities. 

We,  the  trustees  appointed  by  the  meeting  to  have  the  care  of  the 
schools  under  the  direction  of  the  meeting,  do  inform,  agreeable  to  our 
trust,  we  have  several  times  met  within  the  year  past  at  the  school  in 
order  to  encourage  the  children  in  their  learning,  also  to  see  that  good 
order  be  kept  by  the  master  and  children  and  we  believe  this  a  good 
measure  complied  with,  and  we  further  inform,  that  we  have  en- 


"'Min.  Abington  Mo.  Mtg.,  10 — 22 — 1788. 
"^Ibid.,  6 — 23 — 1790. 


Education  in  Philadelphia 


77 


deavored  to  comply  with  the  intentions  of  the  donor,  by  distributing  the 
donations  of  William  Carter,  by  schooling  such  children  as  we  appre- 
hended proper  objects  and  have  engaged  as  many  as  to  take  most  of  the 
money  now  in  hand.  (Clerk  asked  to  give  the  committee  a  copy  of  the 
monthly  meetings  extracts  that  they  comply  with  the  regulations  con- 
cerning schools.)^^ 

The  gist  of  their  report  six  months  thereafter  is  as  follows  '}''^ 

1.  The  trustees  have  met  several  times  at  the  school  in 
the  last  six  months. 

2.  Afternoons  are  usually  spent  hearing  the  scholars  read 
and  in  examining  their  learning. 

3.  The  masters  keep  strictly  the  rules,  which  the  trustees 
have  laid  down. 

4.  We  beKeve  the  school  is  kept  in  good  order. 

In  1 792  it  was  considered  necessary  to  enlarge  the  school- 
house  to  make  adequate  facilities  for  the  increasing  number 
of  children.  The  committee  appointed  on  the  subject 
decided  there  should  be  an  addition  of  ten  feet  for  the  length ; 
their  suggestion  was  approved  and  a  subscription  begun  to 
carry  forward  the  work  as  speedily  as  could  be  done.^^^ 
Thomas  Wahnsley  was  appointed  to  have  oversight  of  the 
work."*  The  status  of  the  school  at  the  end  of  the  century  is 
stated  in  the  report  to  Horsham  Monthly  Meeting,  as  follows : 

We  have  one  school  under  the  care  of  the  meeting,  to  which  our  mem- 
bers send  their  children,  except  some  Friends  who  hve  remote.  It  is 
supported  by  subscription;  the  tutor  is  a  Friend  and  we  believe  en- 
deavors to  discharge  the  important  trust  committed  to  hun.  The 
children  of  such  as  are  in  straightened  circtunstances  are  schooled  by 
donations  left  for  that  purpose — A  committee  appointed  by  the  meeting 
frequently  visits  the  said  school  and  reports  the  state  thereof  .^^ 


Summary 
of  a  later 
report 


School 
house 
to  be 
enlarged 


School's 
status  at 
end  of 
century 


GERMANTOWN 


It  has  already  been  mentioned  that  Francis  Daniel  Pas" 
torius  taught  in  the  Friends  School  at  Philadelphia  dtuing  the     Pastorius  in 
period  from  1697  to  1700.^8    While  in  the  school  at  Phila-     Philadelphia 


•"Min.  Abington  Mo.  Mtg.,  7 — 21 — 1790. 
"*Ibid.,  I — 26 — 1 79 1. 
"*Ihid.,  6 — 20 — 1792. 
"Hbid.,  7 — 25 — 1792. 

^"Min.  Horsham  Mo.  Mtg.,  3 — 29 — 1797;  Min.  Byberry  Prep.  Mtg., 
3—22—1797. 

"*Phila.  Mo.  Mtg.,  I — 29 — 1700. 


78 


Early  Quaker  Education  in  Pennsylvania 


Early 
school  at 
Germantown 


Contributors 


Patrons  of 
the  school 


Tuition 


delphia  it  appears  that  he  left  his  residence  at  Germantown 
vacant  and  took  up  his  abode  in  the  city.  The  following 
letter,  written  by  his  children,  to  their  grandfather  in  Winds- 
heim,  indicates  their  longing  for  their  "own  home"  at 
Germantown  and  the  tedium  of  their  school  days  in  the 
Philadelphia  school. 

Wir  Wunschen  gar  offt  bey  dir  zu  seyn  /ach  dass  du  hier  warest  und 
in  unserm  Hause  zu  Germanton  Wohntest  /welches  einen  schonen 
Obsgarten  hat/  und  der  Zeit  leer  stehet/  indeme  wir  zu  Philadelphia 
wohnen  /und  taglich  8  Stunden  lang  in  die  Schul  gehen  mussen  / 
ausgenommen  den  letzen  Tag  in  der  Wochen/  da  wir  Nachmittag 
daheim  bleiben  dorffen."" 

The  school  at  Germantown  was  opened  on  January  ii, 
1702,  though  Dr.  Seidensticher  thinks  that  this  must  have 
been  preceded  for  some  time  by  an  evening  school.  ^^^ 

The  first  overseers  chosen  were  Aret  Klincken,  Peter 
Schumacher,  and  Paul  Wulff.^^^  Those  who  contributed 
voluntarily  to  the  school  were:  Anton  Loof,  Peter  Schu- 
macher, Paul  Wulff,  Jacob  Delaplaine,  Jbnas  Potts,  Isaak 
Schimiacher,  Walter  Simons,  Levin  Herberdink,  Johann 
Bleikers,  Dirck  Jansen  .  .  .  Johannas  Umstett,  Heifert 
Papen,  Jan  Lensen,  Peter  Bon,  Hermann  Bon,  Dirck  Keyser, 
Claus  Tamson,  Gerhard  Ruttinghusen  (and  two  others  whose 
names  can  not  be  deciphered). ^^^^ 

The  patrons  of  the  school  for  the  first  year  were:  Aret 
KHncken,  Reinert  Tysen,  Tunes  Kiinders,  Wilhekn  Strepers, 
Paul  Kastner,  Reinier  Hermans,  Abraham  op  de  Graeff, 
Christian  Warmer,  Arnold  van  Vossen,  Johann  Cunrad 
Codweiss,  Comelis  Sivert,  Aret  Kuster,  Jan  Doeden  and 
Lanert  Arets.^^ 

The  school  admitted  both  boys  and  girls  for  instruction. 
The  amounts  paid  by  voluntary  contributors  varied  from 
2/  to  15  /  per  year,  while  the  tuition  charged  was  from  4d.  to 
6d.  per  week.^**    The  evening  school  was  intended  for  those 


"'Quoted  from  Learned,  Pastorius,  181. 
^^"Der  Deutsche  Pioneer,  III,  56. 

i8»Learned,   182. 

'"Der  Deutsche  Pioneer,  III,  56. 


Education  in  Philadelphia 


79 


who  were  forced  to  work  during  the  day  time,  or  for  others 
who,  because  of  their  age,  could  not  enter  the  regular  day- 
school.^^  Among  the  patrons  from  1706-1708.  there  are  to 
be  foimd  a  great  number  of  English  names,^^  which  may  no 
doubt  indicate  that  the  school  under  the  German  master  was 
recognized  by  English  inhabitants  to  be  of  very  high  standard. 
His  experience  in  Philadelphia  would  speak  for  that. 

Some  question  has  been  raised  as  to  whether  Pastorius 
taught  the  school  in  the  English  or  the  German  tongue. 
Though  in  his  manuscript  it  is  found  that  he  did  use  some- 
what broken  English,^^'  we  know  that  he  taught  the  English 
school  at  Philadelphia,  where  m.ost  of  the  children  were 
English.**^  The  majority  of  his  pupils  at  Germantown  were, 
of  course,  German, ^^*  and  doubtless  German  was  spoken 
between  them  and  the  teacher  at  times.  The  fact,  however, 
that  the  titles  of  Pastorius'  school  books  were  written  in 
English,  is  pointed  out  by  Seidensticker  as  an  indication  that 
the  language  of  the  province  was  given  preference  in  the 
school.  ^*'*  It  is  also  to  be  noted  that  the  General  Court  had 
in  1696  ordered  that  the  minutes  of  the  Ratsbuch  be  trans- 
scribed  into  English,  lending  further  evidence  to  the  idea  that 
the  importance  of  the  official  language  was  recognized.  ^'^ 
The  length  of  continuation  of  the  Friends'  school  at  German- 
town  is  not  known,  though  it  seems  likely  that  Pastorius  may 
have  continued  in  its  service  till  the  time  of  his  death,  or  at 
least  until  1718.^*2 


Evening 
school 


The  school 
probably 
taught  in 
English 


SCHOOLS   AT   EXETER   MONTHLY   MEETING 

Exeter  Monthly  Meeting,  established  1737,  being  set  off 
from  Gwynedd  Monthly,  ^^  did  not  have  any  schools  tmder 
their  jurisdiction  at  a  very  early  date.  The  first  indication 
that  the  subject  of  education  was  being  seriously  considered 


^^Der  Deutsche  Pioneer. 

^^Ibid.,  57. 

is'See  MS.  collection  of  Pastorius.     H.  S.  P. 

i'*See  page  77!. 

i*»Per  Deutsche  Pioneer,  III,  56. 

i"Leamed,  185. 

'«r>er  Deutsche  Pioneer,  III,  58. 

'^Bunting,  List  of  Records  for  Phila.  Yr.  Mtg.,  21. 


8o 


Early  Quaker  Edtication  in  Pennsylvania 


Youths 
meetings 
established 
1758 


Committee 
appointed 
on  schools 


A  new  com- 
mittee to 
visit  the 
preparatives 


was  about  1758  when  youths'  meetings  were  estabhshed,  two 
each  year,  one  at  Exeter  and  the  other  at  Maiden  Creek."* 
These  youths'  meetings,  sanctioned  by  the  quarterly  meet- 
ing,"^ and  another  at  Robeson  several  years  later,^^^  were  the 
first  steps  taken  for  education  of  youth,  and  controlled  by  the 
meeting.  It  is  true,  there  was  a  school  (day  school)  even  at 
this  time  situated  near  Samuel  Lea's,  as  we  learn  from  a  chance 
reference,"'  but  though  it  was  attended  by  Friends'  children 
in  part,  it  was  neither  controlled  by  them,  nor  under  the 
monthly  meeting.  This  condition  lasted  until  the  recom- 
mendations of  the  yearly  meeting  of  1777  and  1778  caused  the 
monthly  meeting  to  look  into  the  educational  situation. 

In  accord  with  the  recommendations  concerning  "the 
proper  education  of  youth"  published  in  these  years,  and  sent 
out,  the  meeting  at  Exeter  appointed  Samuel  Hughes,  Abel 
Thomas,  Benjamin  Pearson,  Mordecai  Lee,  James  Thomas 
and  John  Scarlet  to  take  the  question  under  their  considera- 
tion."^ For  two  years  and  a  half  the  substance  of  the  reports 
of  the  above  named  committee  and  its  successors,  was  to  the 
effect  that  not  much  had  been  accomplished."'  In  1781  the 
committee  reported  they  had  visited  the  preparative  meetings 
(two  of  them),  and  recommended  to  them  the  careful  con- 
sideration of  the  youths'  education,  under  good  moral  tutors.^"** 
A  year  later,  the  committee  was  released,  having,  according  to 
reports,  accomplished  nothing.^^i  Those  delegates  who 
attended  the  quarterly  meeting  in  1783,  brought  back  new 
advices,  and  were  directed  to  furnish  each  preparative 
meeting  with  a  copy  and  request  a  report  on  school  conditions 
among  them;  at  the  following  monthly  assembly  more  of 
the  preparatives  were  ready  to  report.^^^  Despairing  of  any 
report,  unless  of  their  own  making,  the  monthly  meeting 
appointed  a  committee  of  nine  men  to  visit  all  the  prepara- 


i»*Min.  Exeter  Mo.  Mtg.,  10 — 16 — 1758,  301. 
""/Wd.,  II — ^30 — 1758,  307. 
^^Ibid.,  4 — 27 — 1774,  212. 
^^Ibid.,  4 — 29 — 1762,  430; 
^^^Ibid.,  2 — 25 — 1778,  309; 
^^^Ibid.,   5 — 26 — 1779,  346; 
II— 29— 1780,  383. 
^'>'>Ibid.,  8— 29— 1 78 1,  436. 
*«/Wd.,  8—28—1782,  474. 
*<*/6td.,ii — 26 — 1785,  503. 


7—26—1764,  519. 
12—30—1778,  336. 
7—28—1779,  350; 


II— 24— 1779,  361; 


Education  in  Philadelphia 


8i 


tives   and   report   what   they   thought   of   their   schools.*"* 
They  produced  the  following  statement. 

Most  of  the  committee  appointed  two  months  ago  to  take  into  con- 
sideration and  report  the  state  of  schools  have  given  attention  to  the 
ser\nce ;  and  divers  of  us  have  attended  each  of  the  preparative  meetings 
belonging  to  this  meeting  and  after  a  time  of  conference  thereon,  'tis 
agreed  to  report,  there  is  no  school  within  the  village  of  Exeter  Prepara- 
tive Meeting  under  the  care  of  Friends;  But  we  are  of  the  mind  that  it 
is  necessary  that  one  be  estabUshed  there;  and  although  work  has  been 
begun,  yet  we  have  but  little  expectation  of  its  accomplishment  in  a 
short  time; 

That  there  is  a  .  .  .  .  school  at  Maiden  Creek  kept  by  Thomas 
Pearson,  a  Friend,  who  is  at  present  engaged  for  a  year,  has  15  scholars 
entered  for  that  time  and  8  quarterly  ditto  scholars  at  the  rate  of  40/ 
per  anntun  for  each,  which  is  under  the  direction  of  three  overseers 
chosen  by  the  employers;  The  school  house  built  on  a  piece  of  ground 
belonging  to  a  Friend  which  contains  about  five  acres.  There  is  like- 
wise a  school  at  Reading  kept  by  Benjamin  Parks  and  wife  in  their  own 
house;  they  are  members  of  the  society  and  have  about  50  scholars; 
such  as  spell  at  7/6  and  others  at  10/  per  quarter  but  is  not  under  the 
direction  of  the  meeting,  nor  are  there  any  overseers  chosen  to  superin- 
tend the  same,  yet  we  are  of  the  mind  a  school  established  there  under 
proper  regulations  and  care  of  the  monthly  meeting,  might  be  useful 
and  deserves  encouragement. 

The  schools  within  the  verge  of  Robeson  Monthly  Meeting  are  kept 
by  a  person  who  incUnes  to  go  to  our  meetings,  has  about  20  scholars, 
amounting  to  about  £34  per  annum.  Endeavors  are  also  used  to  get  a 
school  established  there  upon  a  better  plan  and  near  the  direction  of  the 
yearly  meeting,  but  how  far  they  may  be  successful  is  at  present  un- 
known. We  do  therefore  recommend  the  whole  to  the  notion  of  allevia- 
tion of  the  Monthly  Meeting  as  a  matter  wherein  friends  are  deeply 
interested. 

Which  we  submit  to  the  Meeting. 

Amos  Lee,  Thomas  Lightfoot,  Samuel  Hughes,  Fannie  Ambree,  Owen 
Hughes,  (which  was  approved  by  the  Monthly  Meeting,  and  decided 
that  the  substance  be  made  a  report  to  the  Quarterly  Meeting — The 
Committee  to  be  continued  to  the  service  of  Schools  and  report  in  the 
future)  .2<x 

Maiden  Creek  was  at  this  time  (1784)  making  earnest 
efforts  to  meet  the  standards  set  by  the  general  meeting.  In 
the  eleventh  month  they  requested  a  ntmiber  of  persons  to  be 
named  to  whom  they  might  give  a  deed  of  trust  for  the  ground 


Report  of  the 
committee 

No  school 
of  Exeter 
Preparative 


A  school  at 

Maiden 

Creek 


School  at 
Reading 


School  at 
Robeson 


Maiden 
Creek 

secures  land 
for  school 


^'''Min.  Exeter  Mo.  Mtg.,  2 — 25 — 1784,  307. 
«"/Wd.,  4—28—1784,  5iof. 


Early  Quaker  Education  in  Pennsylvania 


Attempt  to 
establish 
school  at 
Reading 


Committee 
report  on 
Reading 
school 


School  dis- 
continued 


agreed  upon  for  the  use  of  their  school.^"^  Three  were  sug- 
gested and  the  deed  and  declaration  of  trust  accordingly 
drawn  up.  Efforts  in  the  meantime  had  been  made  towards 
establishing  a  school  at  Reading  and  a  committee  to  conduct 
a  subscription  for  that  purpose  named.^"®  Help  was  solicited 
from  the  yearly  meeting,  but  James  Pemberton  answered  for 
that  body  that  there  was  no  money  to  be  spared  at  the  time, 
so  Reading  was  advised  to  build  such  a  house  as  their  circum- 
stances would  permit.^"^  Near  the  close  of  1787  those  having 
direct  charge  thereof  made  the  following  report  of  their 
progress : 

We  the  committee  appointed  to  have  the  school  education  of  youth 
under  care,  have  given  close  attention  to  a  school  proposed  to  be  opened 
in  a  short  time  at  Reading  by  Caleb  Johnson,  in  a  house  now  in  building 
by  Friends  there,  and  nearly  finished,  which  we  are  of  the  mind  should 
be  under  particular  care  and  direction  of  the  monthly  meeting;  and 
that  it  may  be  well  that  a  committee  be  thereby  appointed  to  superin- 
tend and  monthly  to  visit  said  school;  we  have  also  drawn  up 
and  agreed  on  certain  rules  to  be  observed  and  attended  to  by  the 
employers,  master  and  scholars  concerned  therein  for  the  regulation  and 
well  ordering  thereof:  which  we  have  ready  for  the  examination  and 
inspection  of  the  monthly  meeting  if  thought  necessary.  All  which  we 
submit  thereto.  Signed  on  behalf  of  the  committee,  Francis  Parvin. 
.  .  .  Which  minute  being  read  was  allowed  of  and  it  was  directed  that 
a  copy  thereof  be  kept  in  open  view  in  said  school  and  that  the  original 
be  lodged  among  the  meeting  papers;  Benjamin  Pearson,  Samuel 
Jackson,  John  Mears,  Francis  Parvin, -Johannes  Lee,  Jr.,  and  James 
Iddings  are  appointed  to  have  the  said  school  under  care  and  visit  it 
once  a  month  or  oftener  as  necessity  may  require  and  report  of  their  care. 
The  former  committee  is  continued.""* 

After  the  school  had  been  in  progress  two  years,  Samuel 
Jackson  reported  that  it  "appeared  to  be  in  an  increasing 
•^ay"209  \y^^  jj-g  prosperity  was  not  to  be  long  continued.  In 
1705  it  was  reported  "discontinued, "2^°  and  no  reason  assigned 
for  it  excepting  "the  situation  of  the  Friends  there"  which, 
taking  into  consideration  the  shortage  of  funds  when  it  was 
begun,  we  may  infer,  had  reference  to  the  financial  situation. 


^o^Min.  Exeter  Mo.  Mtg.,  11 — 24 — 1784,  524. 

*^Ibid.,  2—28—1787,  39. 

^'"Ibid.,  6 — 27—1787,  50. 

^"Ubid.,  10— 31— 1787,  6of. 

^'^Ubid.,  2—26—1789,  122. 

"o/Wd.,  I— 28— 1795,  283. 


Education  in  Philadelphia 


83 


The  action  of  the  monthly  meeting  in  regard  to  it  was  left 
entirely  to  their  own  judgment.^" 

SUMMARY 

In  this  chapter  we  have  considered  the  schools  of  Phila- 
delphia (city  and  county),  and  also  those  at  Exeter  Monthly 
Meeting,  which  belonged  to  the  Philadelphia  Quarter. 

Education  in  the  Quaker  colony  was  initially  provided  for 
in  the  instrument  of  government,  drawn  up  before  the 
Proprietary  left  England;  in  accord  with  said  provisions  the 
first  school  (Flower's)  was  set  up  by  the  Coimcil  in  1683. 
Thereafter,  however,  the  initiative  was  usually  taken  by  the 
Quaker  meeting,  which  in  1689  set  up  a  school  and  in  1697 
applied  for  a  charter  under  the  laws  of  the  province.  This 
petition  was  granted  and  Penn  gave  the  first  charter  in  1701. 
Later  charters,  in  1 708  and  1 7 1 1 ,  granted  extended  privileges ; 
by  the  last  one  the  body  of  overseers  were  made  self-per- 
petuating, and  thus  as  independent  of  the  meeting  as  they 
wished  to  be.  The  letter  said  to  have  been  written  to  Thomas 
Lloyd,  which  credits  Penn  with  suggesting  the  school  of  1689, 
has  not  yet  been  discovered. 

The  earliest  masters  were  Keith,  Makin,  Pastorius,  and 
Cadwalader.  Mistresses  were  mentioned  in  connection  with 
the  schools  from  about  1699,  Olive  Songhurst  being  the  first 
one  named.  Salaries  were  not  high  and  seem  in  some  cases 
to  have  hardly  sufficed  for  the  family  of  the  master;  increases 
were  made  upon  complaint.  Extra  duties  for  the  teacher 
included  keeping  charge  of  the  boys  and  girls  in  meet- 
ing. From  1689  to  1779  the  system  increased  from  employ- 
ing one  to  one  which  required  nine.  In  1784  ten  were 
reported. 

Philadelphia  Friends'  schools  were  first  supported  by  (i) 
rates  and  (2)  subscriptions,  while  (3)  legacies  and  special  gifts 
soon  came  to  form  a  considerable  item  in  their  support. 
Bequests  were  also  a  factor  in  the  support  of  the  Negro  School. 
Fimds  were  occasionally  raised  by  bond  issues,  and  derived 
from  tenements  built  on  school  property. 


Scope  of 
chapter 

Education  to 
be  function 
of  govern- 
ment 

First  school 

School  estab- 
lished by 
monthly 
meeting 

Overseers 
made  inde- 
pendent 


Earliest 
masters  and 
mistresses 


Growth  of 
system 

Means  of 
support 


*"Min.  Exeter  Mo.  Mtg.,  2 — 25 — 1795,  285. 


84 


Early  Quaker  Education  in  Pennsylvania 


Place  of 
first  schools 

Property  by 
purchase 
and  gift 

Overseers 
more  inde- 
pendent 


Byberry 


Germantown 


Exeter 
Monthly 

Maidencreek 

Reading 

Robeson 


Schools  were  first  held  in  rented  property  and  in  the 
meeting  house,  but  in  1698  steps  were  taken  to  purchase 
property  of  Lionell  Brittain  for  the  use  of  schools.  Property 
was  received  as  a  gift  from  Samuel  Carpenter  in  1701.  The 
first  record  of  a  schoolhouse  was  the  one  to  be  begun  in  1701. 
In  accord  with  their  charter  rights  the  power  and  indepen- 
dence of  the  overseers  increased.  In  1725  the  monthly 
meeting  conveyed  to  them  all  money  and  the  titles  for  all 
school  property.  The  Negro  School  was  provided  with  a 
building  in  1771.  The  end  of  the  century  is  marked  by  the 
establishment  by  the  yearly  meeting  of  a  Boarding  School  at 
Westtown  in  Chester  County. 

The  exact  date  of  Byberry 's  first  school  is  not  determined; 
but  must  have  been  early,  since  Richard  Brockden  is  reported 
to  have  been  schoolmaster  there  in  1 7 1 1 .  School  activity, 
however,  seems  to  have  increased  greatly  near  the  middle  of 
the  century.  The  school  was  under  the  care  of  a  standing 
committee,  which  was  to  visit  schools  every  six  weeks  and 
make  two  reports  thereon  each  year.  Poor  children  were 
schooled  by  the  trustees  of  the  school  funds. 

Germantown  school  began  in  1702,  though  perhaps  an 
evening  school  existed  before  that  date.  Pastorius  continued 
in  this  school  as  master,  at  least  until  17 18.  The  official 
language  used  in  the  school  was  probably  English.  The 
names  of  the  first  patrons  were  all  German ;  a  large  number 
of  English  names  among  them  in  1 708  is  an  indication  of  how 
the  school  and  its  master  were  regarded. 

In  1758  youths'  meetings  were  established  by  Exeter,  but 
no  school  committee  was  appointed  until  1778.  This  com- 
mittee accomplished  nothing  and  made  no  report  of  value. 
By  a  report  of  1784,  Maidencreek,  Reading,  and  Robeson  were 
credited  with  one  school  each,  which  measured  up  in  some 
ways  to  the  desired  standards.  Exeter  had  none.  The 
Reading  School  was  discontinued  in  1795. 

The  total  number  of  schools  reported  at  Philadelphia, 
Germantown,  Byberry,  and  Exeter  monthly  meeting,  was 
fifteen. 


CHAPTER  V 


SCHOOLS  OF  BUCKS  COUNTY 


The  establishment  of  schools  in  Bucks  County  will  be 
discussed  (i)  under  the  head  of  the  monthly  meetings  therein 
situated  and  (2)  in  the  order  of  their  establishment  in  point 
of  time.  The  several  monthly  meetings  and  their  dates  of 
establishment,  respectively,  are  as  follows:  Falls,  1683; 
Middletown,  1683  (known  as  Neshaminy  until  1706); 
Buckingham,  set  off  from  Falls,  1720;  Wrightstown,  set  off 
from  Buckingham,  1734;  and  Richland,  set  off  from  Gwynedd 
(in  Montgomery  County)  in  1742.^  Of  these  meetings,  all 
were  a  part  of  Bucks  Quarterly  Meeting  save  Richland,  which 
belonged  to  that  of  Abington.^ 

The  first  way  in  which  the  early  Quakers  usually  looked 
after  education  was  to  arrange  for  a  useful  apprenticeship 
suitable  to  the  individual,  which  was  calculated  to  enable 
him  or  her  to  earn  a  living .  The  moral  training  was  always 
considered  when  an  apprentice  was  to  be  placed.  The 
placing  of  youths  as  apprentices  was  in  the  charge  of  Friends 
appointed  by  the  monthly  meeting.  The  early  records  of 
Falls  Monthly  Meeting  show  them  active  in  regard  to  this 
type  of  education.  In  1704  this  report  was  made  before  the 
meeting. 

A  complaint  having  been  made  to  this  meeting  that  the  children  of 
Abraham  Clement  are  not  placed  out  to  the  satisfaction  of  Friends,  it  is 
the  mind  of  this  meeting  that  the  Friends  formerly  appointed  do  take 
care  to  speak  with  Samuel  Carpenter  and  Benjamin  Collins  about  them, 
and  make  report  to  next  meeting.* 

A  similar  one  of  17 14  points  out  the  continued  interest  and 
attention  in  that  respect. 


^Bunting,  pp.  30,  31,  33,  32,  and  28  respectively;  also  first  volumes  of 
t  he  respective  Records. 
Ubid.,  28. 
»Min.  Falls  Mo.  Mtg.,  11 — ^3 — 1704,  128. 

(85) 


Schools  of 
five  monthly 
meetings  to 
be  discussed 


Apprentice- 
ship looked 
after  by 
meetings; 
placed 
among 
Friends 


86 


Early  Quaker  Education  in  Pennsylvania 


Moral 
education 
in  youths' 
meetings; 


established 
by  Bucks 
Quarterly 

Question  as 
to  early 
school  at 
Falls 


It  being  proposed  to  this  meeting  that  there  is  a  necessity  of  some 
Friends  being  appointed  to  take  care  about  placing  out  John  Linton's 
children  as  apprentices,  therefore  this  meeting  doth  appoint  Joseph 
Kirkbride,  Thomas  Watson,  Jr.,  and  Joseph  Fell  to  care  about  placing 
them  out.* 

Another  phase  of  education,  more  particularly  the  moral, 
was  cared  for  in  the  youths'  meetings,  which  were  established 
at  intervals,  usually  not  more  than  four  or  five  times  during 
the  year.  It  was  the  practice  for  the  youths'  meetings  to  be 
established  by  the  quarterly  meetings,  in  conjunction  with 
representatives  of  the  monthly  meetings.  In  17 13,  Bucks 
Quarterly  took  up  the  re-establishment  of  those  within  their 
hmits,  and  ordered  them  accordingly,  as  the  following  extract 
states. 

It  being  thought  necessary  by  this  meeting  that  the  youths'  meeting 
be  once  a  year  at  Buckingham,  once  a  year  at  Bristol  and  but  once  a  year 
at  Falls  and  once  at  Middletown,  therefore  agreed  that  they  be  on  the 
days     ....     etc.^ 

To  locate  the  date  of  the  first  school  at  Falls  is  difficult; 
it  seems  impossible  to  do  so  from  the  information  to  be 
gleaned  from  the  records  We  may  be  certain,  however, 
that  there  was  a  school  in  the  neighborhood  at  a  very  early 
date,  though  we  can  hardly  determine  the  year.  In  1730  the 
following  request  was  made  of  the  meeting : 

Some  Friends  of  Falls  Meeting  requested  to  have  the  use  of  the  old 
schoolhouse,  and  it  wanting  repairing,  they  would  repair  it  at  their  own 
charge,  which  is  left  to  be  considered  at  next  meeting.* 

The  presence  in  their  vicinity,  of  an  old  schoolhouse  which, 
moreover,  needed  repairs  before  it  could  be  used,  would 
indicate  that  a  school  had  been  there  for  a  nimiber  of  years. 
Taking  fifteen  years  as  a  very  moderate  span  for  the  life  of 
the  building,  before  it  shoiild  need  any  considerable  repairs 
we  could  state  with  a  good  degree  of  assurance  that  the  school 
building  had  probably  been  built  not  later  than  17 15,  and 
that  the  school  daced  back  to  that  time  at  the  very  latest.''^ 


*Min.  Falls  Mo.  Mtg.,  10 — i — 1714,   195. 

"Min.  Bucks  Q.  Mtg.,  12 — 25 — 1713. 

*Min.  Falls  Mo.  Mtg.,  7 — 2 — 1730,  282. 

'The  fact  that  Falls  Meeting  recommended  Buckingham  Friends  to 
build  a  schoolhouse  in  1706  (Bucks  Quarterly  Records,  3 — 30 — 1706) 
would  seem  to  favor  the  view  that  they  themselves  were  supplied. 


Schools  of  Bucks  County 


87 


But  at  the  next  meeting  this  encounters  a  very  dangerous 
obstruction.  That  meeting,  referring  to  the  request  of  the 
seventh  month,  second,  speaks  of  "the  request  about  having 
the  old  meetinghouse,"  instead  of,  old  schoolhouse.^  It  further 
mentions  that  it  was  desired  for  the  purpose  of  a  school.® 
From  this  it  appears  that  the  truth  of  our  above  conclusion 
depends  upon  the  accuracy  of  the  records  for  seventh  month, 
second,  1730  and  for  eighth  month,  seventh,  1730.  If  the 
record  of  the  first  date  is  correct  our  conclusion  is  tmf  ounded 
and  the  date  for  the  first  established  school  can  probably  be 
placed  about  1730,  or  shortly  thereafter.^" 

The  records  for  the  next  thirty  years  reveal  but  little  of  the 
activities  of  the  schools  in  Falls  Monthly  Meeting,  though  we 
are  led  to  believe  them  in  continuance,  but  perhaps  not 
regularly.  In  1759  the  meeting  had  agreed  to  allow  a  house 
to  be  built  on  their  grounds  for  the  accommodation  of  a  school 
master,  but  the  house  was  not  built  there,  since  Mahlon 
Kirkbride  had  already  purchased  some  adjoining  ground  on 
which  there  was  a  house  built  for  that  piupose.^^  The  said 
Kirkbride  offered  to  convey  the  same  property  to  some 
Friends,  in  trust  for  the  meeting,  and  Robert  Lucas,  Story 
Kirkbride,  Mahlon  Kirkbride,  Jr.,  Jonathan  Palmer,  Jr.,  and 
Edward  Bayly,  Jr.,  were  appointed  to  receive  the  conveyance. 
This  is  the  first  record  of  any  permanent  benefaction  received. 
In  1 783  the  urgent  Advices  of  the  Yearly  Meeting  being  brought 
to  their  attention,^^  a  committee  was  appointed  which 
reported  the  results  of  their  investigation  up  to  that  time  in 
the  following  manner. 

We,  the  committee  appointed,  in  the  first  month  1 779  respecting  the 
institution  of  schools  for  the  instruction  of  our  children  in  useful  learning, 
having  conferred  together  ....  agree  to  report  that  we  have 
divers  times  met  and  had  this  important  matter  under  our  .... 
consideration,  and  are  desirous  that  this  important  subject  and  neces- 
sary care  should  meet  with  every  proper  encouragement  and  improve- 
ment; and  we  may  inform  the  meeting  that  there  have  been  several 
improvements  made  on  the  lot  of  ground  lately  purchased  from  Samuel 


*Min.  Falls  Mo.  Mtg.,  8 — 7 — 1730,  284. 

Ubid. 

^Hbid.,  5—4—1733- 

"JWd.,  1—31—1759- 

^Ihid.,  12— 3— 1783,  358. 


Contradic- 
tion in  the 
minutes  of 
Falls 


House  for 
masters'  ac- 
commodation 
proposed  in 
1759 

Property 
conveyed  to 
trustees  for 
use  of  schcols 


Report  of 
school  com- 
mittee 


Early  Quaker  Education  in  Pennsylvania 


Ground  pur- 
chased for 
use  of  school 


Standing 
committee  on 
education 
recom- 
mended; and 
visitation 


Monthly 
meetings' 
committee 
to  join 
those  of  the 
preparatives 


Three  schools 
reported 


Individual 
aid 


Rhoads  for  the  advantage  of  the  school  and  benefit  of  the  master,  and 
that  the  committee  have  endeavored  to  encourage  and  pay  for  the 
schooling  of  such  poor  children  as  are  in  the  limits  of  the  school  kept  at 
or  near  this  place  whose  parents  are  in  low  circumstances  and  are  willing 
to  accept  thereof.  We  have  likewise  extended  our  consideration  and 
views  to  the  schools  belonging  to  the  other  preparative  meetings,  and 
although  the  circumstances  of  things  at  present  do  not  afford  so  promis- 
ing and  encouraging  a  prospect  as  we  could  desire,  yet  we  are  desirous 
that  every  proper  encouragement  may  be  afforded  to  promote  the  good 
and  necessary  work,  therefore,  we  are  fi'ee  to  propose  to  the  meeting's 
consideration  that  of  having  a  standing  committee  appointed  for  this 
purpose  by  the  monthly  meeting,  and  that  each  preparative  meeting 
should  likewise  appoint  a  committee  for  the  like  purpose  that  should 
have  this  important  matter  under  their  consideration  in  order  to  pro- 
mote this  so  necessary  care  in  their  respective  meetings ;  and  that  the 
said  meeting's  committee  should  at  proper  and  suitable  times  visit  the 
several  preparative  meetings'  schools  and  unite  with  the  said  preparative 
meetings'  committees  in  affording  and  giving  such  help  and  assistance 
as  to  them  from  time  to  time  may  appear  necessary  in  order  to  promote 
this  so  good  and  necessary  a  work  and  care.  Signed  at  the  desire  and 
on  behalf  of  the  committee,  by  James  Moon." 

In  accord  with  the  above  report  the  monthly  meeting 
urged  each  preparative  meeting  to  appoint  a  committee  on 
schools;  the  monthly  meeting  named  James  Moon,  John 
Merrick,  Jonathan  Kirkbride,  William  Satterthwaite,  Wil- 
liam Bidgood,  Jr.,  John  Stapler  and  Joseph  Gillingham  to 
join  with  those  of  the  preparatives  for  that  service.^*  Five 
months  thereafter  they  reported. 

The  three  several  schools  kept  within  compass  of  our  respective 
preparative  meetings  are  conducted  in  some  measure  under  the  care  of  a 
committee  of  Friends  appointed  for  that  purpose  and  that  the  several 
teachers  are  members  of  our  society.*^ 

The  three  preparative  meetings  were  Falls,  Makefield,  and 
Bristol,  the  last  named  being  transferred  to  Middletown  in 
1788.^®  Wakefield  Meeting  was  considerably  assisted  by 
help  from  private  sources;  they  reported  to  the  monthly 
meeting  in  1787: 

We  hereby  inform  the  monthly  meeting  that  lately  there  has  been  a 
house  built  on  the  ground  belonging  to  Makefield  Preparative  Meeting 


I'Min.  Falls  Mo.  Mtg.,  2 — 4 — 1784,  363. 
"7Wd.,  3—3—1784.  366. 
«7fetd.,  8—4—1784,  376. 
"Bunting,  37. 


Schools  of  Bucks  County 


89 


for  the  accommodation  of  a  school  master,  chiefly  at  the  expense  of 
Bernard  Taylor,  which  he  is  desirous  should  be  under  use  for  that  pur- 
pose, to  be  subject  to  a  moderate  yearly  rent  to  be  paid  to  Friends  of  that 
meeting  for  the  use  of  the  said  meeting:  the  said  house  to  be  their 
property  and  under  the  care  and  the  direction  of  said  meeting  with  the 
advice  and  assistance  of  the  Falls  Monthly  Meeting  as  occasion  may 
require." 

In  1790  a  committee  of  the  quarterly  meeting  was  appointed 
to  confer  with  those  of  the  monthly  meetings  on  schools, 
hoping  that  the  union  of  all  might  be  more  productive  of 
results  than  all  working  separately.^^  In  1794  plans  were 
set  on  foot  for  a  new  schoolhouse  at  Falls  Preparative,  said 
house  to  be  two  stories  in  height  and  about  twenty-two  feet 
by  thirty. ^^  It  was  to  be  placed  "near  the  line"  of  the 
meeting's  land  at  the  west  end  of  the  meeting  house.  The 
monthly  meeting  was  to  pay  £75,  the  employers  who 
are  members,  £75,  and  the  school  committee  £50  from 
the  money  arising  from  donations  left  for  the  purposes  of 
schools.  The  house  was  not  built  tmtil  1799,  due  to  some 
unknown  delay;  its  dimensions  were  twenty-four  by  twenty- 
six  feet,  one  story  high,  with  a  cellar  of  the  same  dimensions.^" 

In  1797  the  attention  of  the  monthly  meeting  was  called 
to  the  proposals  of  the  yearly  meeting  for  the  founding  of  a 
boarding  school.^^  Copies  of  the  printed  rules  proposed  for 
its  government  had  been  received,  and  a  committee  was 
appointed  to  distribute  them  and  to  take  subscriptions  from 
any  who  were  interested  to  contribute.^ 

The  problem  of  school  support  occupied  a  considerable 
part  of  Falls  Meeting's  time.  The  means  of  support  were 
here,  as  in  others  already  mentioned,  (i)  subscriptions,  (2) 
donations  and  (3)  rates.  In  1760  it  was  considered  necessary 
to  appoint  a  committee  of  fourteen  members  to  take  an 
inventory  of  all  legacies  and  donations,  lands  and  benefactions 
which  had  been  left  to  the  meeting.^  Some  had  been  given 
for  definitely  stated  uses;  and  others  allowed  the  application 

"Min.  Falls  Mo.  Mtg.,  8—8—1787,  440. 

^Ubid.,  2—3—1790,  52. 

^^Ibid.,  12 — 3 — 1794,  169. 

^°Ibid.,  9 — 4 — 1799,  283. 

*iSee  page  73f. 

**Min.  Falls  Mo.  Mtg.,  i — 4 — 1797,  217. 

^Ibid.,  4 — 2 — 1760. 


New  building 
proposed  at 
Falls;  not 
built  till  later 


Attention 
called  to 
the  boarding 
school 


Support  of 
schools  in 
Falls 
Monthly 


90 


Early  Quaker  Education  in  Pennsylvania 


A  committee 
to  have  over- 
sight of 
education  of 
the  poor 


Rhoads  pro- 
poses to  sell 
land  for  a 
school ; 
considered 


to  be  determined  by  the  members  of  the  meeting.  It  was  the 
will  of  the  assembly  that  the  committee  appointed  should 
especially  determine  what  funds  might  be  applied  to  the  use 
of  the  schools.  They  reported  at  the  next  meeting  that  the 
legacy  left  by  Elinor  Bryner  might  be  applied  to  the  use  of 
schools,  along  with  those  given  definitely  for  that  purpose.''* 
The  method  by  which  the  funds  were  to  be  applied  to  that 
use  were  indicated  in  the  suggestions  of  the  committee  at  a 
later  meeting,  as  follows : 

We  ....  are  of  the  opinion  that  the  most  that  can  be  done  at 
present,  will  be  to  appoint  Friends  to  have  the  care  of  the  schools  and  to 
examine  what  poor  children  may  be  amongst  us,  they  being  the  proper 
objects  of  the  charity  designated  by  the  givers  of  the  money,  and  that  the 
said  Friends  have  power  to  agree  with  a  master  to  teach  such  children; 
and  also  to  draw  orders  for  the  payment  thereof  out  of  the  interest  aris- 
ing from  the  money  appropriated  to  the  use  of  schools.  Nominated 
seven  Friends  for  that  service  and  submitted  the  names  and  the  report 
to  the  monthly  meeting.  The  Friends  above  named  are  appointed  to 
that  service  v/ith  the  powers  therein  mentioned  and  are  desired  to  lay  an 
account  before  the  monthly  meeting  at  least  once  in  each  year  and  of tener 
if  the  meeting  shall  see  fit  to  call  for  it.^^ 

Such  a  plan  as  here  indicated  was  consistently  followed 
throughout  the  century  in  regard  to  school  support.  The 
interest  on  legacies  had  to  be  paid  annually.^^ 

In  1 781  the  meeting  was  advised  that  Samuel  Rhoads  of 
Philadelphia  had  offered  to  sell  four  acres  of  ground  adjoin- 
ing the  schoolhouse  lot,  to  be  used  for  the  promotion  of  the 
school,  and  the  benefit  of  the  schoolmasters. ^'^  The  con- 
sideration asked  was  £60,  and  Rhoads  and  his  two  brothers- 
in-law,  Joseph  Pemberton  and  Sam.uel  Pleasants,  offered  to 
donate  £20,  making  it  cost  the  meeting  but  £40.  The 
committee  on  school  support  was  directed  to  consider  this 
proposal.  Bristol  Preparative  also  received  very  valuable 
assistance  for  the  use  of  poor  children's  schooling,  in  the 
bequest  of  £50  Pennsylvania  currency  which  was  left  them 
by  John  Baldwin  of  Philadelphia.^^    The  great  concern  of 


^Min.  Falls  Mo.  Mtg.,  5 — 7 — 1760. 
^Ibid.,  7 — 2 — 1760. 
2«/6td.,  9—6—1780,  278. 
^Ibid.,  10 — 3 — 1781,  304. 
^^Ibid.,  9—3—1783,  354. 


Schools  of  Bucks  County 


91 


the  meeting  for  the  best  expenditure  of  these  donations  for 
educating  not  only  the  poor  Whites  but  also  the  Negroes,  is 
seen  in  their  minute  of  1 787 .^^  Careful  account  was  kept  and 
the  accounts  frequently  audited,  sometimes  at  the  request  of 
individuals.^"  In  1790  the  committee  reported  their  concerns 
as  follows: 

We  the  committee  appointed  by  the  monthly  meeting  to  have  the  care 
of  schooling  poor  children;  also  to  have  the  distribution  of  the  interests 
accruing  on  the  several  donations  given  for  that  use,  have  given  atten- 
tion to  the  service  to  which  we  were  appointed:  and  the  schooling  a 
considerable  number  of  children  has  accordingly  been  paid  for,  but  as  it 
is  allowed  that  a  change  of  the  teacher  at  times  may  be  useful  or  advan- 
tageous to  a  school,  we  are  united  in  the  sentiment  that  if  such  a  change 
was  to  take  place  in  the  school  kept  at  this  place,  it  would  be  a  means 
whereby  the  school  might  be  considerably  enlarged  and  the  design  and 
end  of  the  several  donations  left  for  the  use  of  the  said  school  more  fully 
answered.  (Report  submitted  and  accepted  and  the  committee  con- 
tinued to  the  further  service.)" 

The  establishment  of  these  permanent  funds  was  fre- 
quently expressed  by  the  numerous  committees  as  the  most 
important  consideration  for  the  execution  of  the  school  idea. 
They  attempted  again  and  again  to  provide  a  tmiform  means 
of  establishing  such  fimds,  but  due  to  the  imequal  circum- 
stances of  the  several  meetings  it  was  impossible  to  do  so.** 
The  tmiform  plan  was  kept  as  an  ideal  to  be  striven  for  and 
recommended  to  the  quarterly  meeting  for  its  advisement  in 
the  matter;^  in  the  meantime  individual  contributions  were 
urged  on  all  who  felt  inclined  to  endow  a  worthy  cause.* 
The  amotints  given  were  frequent  though  small,  many  of  them 
being  about  £5.** 

In  addition  to  the  local  expenses  of  the  meetings,  (i)  for 
worship,  (2)  for  the  use  of  schools,  (3)  for  the  maintenance  of 
the  poor,  etc.,  there  were  also  quotas  to  be  raised  for  the  yearly 
meeting  stock,  which  added  materially  to  the  burden  of  each 


Establish- 
ment of 
funds  of 
basic  im- 
portance 


"Min.  Falls  Mo.  Mtg.,  12 — 5 — 1787,  444. 
'^Ibid.,  II — 4 — 1789,  19. 
'^Ibid.,  8 — 4. — 1790,  41. 
**Ibid.,  7 — 6 — 1791,  68. 

*Min.  Falls  Mo.  Mtg.,  12 — 6 — 1797,  238. 

**Ibid.  **Ibid.,  10 — 5 — 1796,  210. 


92 


Early  Quaker  Education  in  Pennsylvania 


of  the  preparative  meetings.     The  quota  for  the  meetings 
belonging  to  Falls  in  1797  was  £500.^ 

If  we  may  look  over  the  Quaker  treasurer's  shoulder  as  he 
runs  his  accounts  at  the  end  of  the  century,  we  find  him 
situated  financially  as  follows: 

We  the  committee  appointed  to  examine  and  settle  the  Treasurer's 
accounts,  having  attended  thereto,  find  a  balance  in  his  hands  of 
£136/8/11  school  money;  also,  £3/10/7  poor  money;  and  £9/00/00  of 
interest  received  on  John  Large's  legacy,  making  the  whole  £148/19/6, 
in  the  treasurer's  hands,  and  the  monies  upon  interest  stand  as  in  the 
following  statement,  viz. 


Bonds  for  School  Money 
bond  for 

legacy  without  a  bond  " 
bond  for 


Included  in  a  bond  of  £75 


Interest  due  on  school  money 

And  one  year's  rent  on  house  and  lot 

And  one  year's  rent  on  house  and  lot 


£250/ 

£7/9/4K 

£50 

£50 

£50 

£130 

£100 

£50 

£40 

£40 

£777/9/4>i 


£40/00/11 
£12/00/00 
£12/00/00'* 


The  Middletown  Meeting  began  its  educational  work  more 
promptly  than  did  Falls.^^  Ten  years  after  the  first  establish- 
ment of  the  meeting  a  request  was  brought  forward  as 
follows : 

Some  Friends  have  signified  the  likeliness  of  having  a  schoolmaster 
hereabouts  to  instruct  children  and  also  requested  that  they  might  have 
the  privilege  to  teach  in  the  meeting  house,  to  which  this  meeting  does 
give  their  free  consent,  provided  it  be  no  hindrance  to  Friends  Meetings.'* 

It  is  quite  probable  that  the  school  established  as  requested, 
was  a  temporary  and  irregular  affair,  depending  on  the  will 


"Min.  Falls  Mo.  Mtg.,  2 — 5 — 1797,  238."    ^^Ihid.,  11 — 6 — 1799—288. 
"References  for  Middletown  are  to  their  transcribed  minutes  in  the 
Pub.  of  Gen.  Soc.  of  Pa.,  H.  S.  P. 
»«G.  S.  P.  P.,  No.  66,  p.  64. 


Schools  of  Bucks  County 


93 


of  the  individual  patrons.  Certainly,  it  had  not  any  official 
connection  with  the  meeting,  and  probably  did  not  have  for 
many  years.  In  1699,  a  request  similar  to  that  of  1693  was 
made  by  Thomas  Stackhouse  and  others,  desiring  the  use  of 
the  meeting  house  for  a  schoolmaster,^*  which  implies  they 
had  not  advanced  much  beyond  their  state  of  1693.  This 
request  was  likewise  granted,  provided  no  hindrance  be 
caused  to  the  meetings. 

Because  of  very  inadequate  records  in  this  regard,  much  is 
left  to  be  surmised  concerning  the  continuation  of  the  schools 
thus  early  begim.  The  meeting  was  in  continual  touch  with 
the  desires  and  proposals  of  the  yearly  meeting,*"  and  it  does 
not  seem  justifiable  to  suppose  that  education  langmshed, 
because  scant  records  of  it  remain.  The  general  tone  of  their 
minutes  is  one  of  self-satisfaction,  and  implies  that  they 
themselves  were  well  pleased  with  their  state.  The  elaborate 
recommendations  of  the  yearly  meeting  in  1750*^  did  not 
meet  with  their  approval  as  they  thought  it  qtiite  impossible 
for  those  members  living  remote  in  the  country  districts.*^ 
That  they  disagreed  with  the  plan  indicates  neither  a  lack  of 
interest  in  the  subject,  nor  a  lack  of  schools  in  their  locality. 
Rather,  it  may  indicate  the  opposite. 

In  1755  there  was  made  the  first  donation  to  a  permanent 
foimdation  for  a  free  school.*'  At  a  meeting  in  that  year  an 
extract  of  Adam  Marker's  will  was  produced,  where  it 
appeared  he  had, 

given  a  sum  of  money  to  them  with  others  in  trust  to  be  employed 
toward  raising  a  fund  for  settling  and  maintaining  a  Free  School  under 
the  care  and  direction  of  this  meeting  .  .  .  shall  and  will  therewith 
purchase  an  annuity  or  yearly  ground  rent,  or  in  such  other  manner  as 
they  may  think  most  proper  employ  the  said  "Sum  (£40)  towards  raising 
a  fund  for  settling  and  maintaining  a  Free  School  in  Middletown  afore- 
said, imder  the  direction  and  control  of  the  monthly  Meeting  of  Friends 
there.« 

Whether  there  was  a  new  school  erected  as  a  result  of  the 
bequest  or  whether  it  was  turned  to  the  use  of  one  already 

"J.  S.  P.  P.,  I— I— 1699,  114. 

"/Wd.,  10— 6— 1772,  407;  I— 7— 1733, 578. 

^'Advices  of  the  Biu-lington  and  Philadelphia  Yearly  Meeting,  250. 
^Min.  Middletown  Mo.  Mtg.,  6 — i — 1751,  679. 
«Ibid.,  8—7—1755,  n. 


Again 
requested 


Middletown 
not  in  har- 
mony with 
yearly  meet- 
ing's pro- 
posals 


Donation 
1755  for  a 
free  school 


Under  con- 
trol of 
monthly 
meeting 


94 


Early  Quaker  Education  in  Pennsylvania 


All  details 
under  the 
care  of  a 
committee 
on  schools 


New  com- 
mittee 
appointed 


Activities 
of  the  com- 
mittee not 
effective 


existing  does  not  appear;  the  latter  suggestion  is  much  the 
more  probable.  The  advices  of  1777  and  1778  and  the  years 
following  aroused  the  members  to  the  responsibilities  which 
they  must  accept.     In  1779  they  made  report  as  follows: 

Although  it  appears  that  the  education  of  the  youth  has  been  too 
much  neglected,  we  believe  there  is  an  increasing  care  that  Friends  may 
be  more  careful  in  that  weighty  concern.** 

And  in  1870: 

We  believe  a  good  degree  of  care  is  taken  by  some  in  regard  to  the 
education  of  those  under  their  care,  and  that  an  increase  in  that  is 
necessary.*^ 

All  questions  in  regard  to  schools  or  educational  affairs 
whatsoever  were  dismissed  stmimarily,  and  given  to  the 
charge  of  the  committee  on  schools.'*^  A  committee  reported 
in  1782  that  nothing  had  been  done  more  than  to  visit  the 
school  they  already  had.*''  The  failure  to  bring  forth  results 
may  have  been  with  the  committee;  at  any  rate  the  meeting 
decided  to  try  a  new  one. 

This  meeting  taking  into  consideration  the  several  matters  recom- 
mended in  the  extracts  ....  respecting  the  education  of  the 
youth  and  their  school  tuition,  are  of  the  opinion  that  a  reappointment 
on  those  important  subjects  is  necessary;  wherefore,  Woolston  J. 
Paxson,  W.  Blakeley,  J.  Watson  and  R.  Hartshorne  are  appointed  as 
committee  to  those  services,  and  they  are  desired  to  closely  attend 
thereto  in  order  that  the  present  and  former  advices  may  be  carried  as 
fully  into  execution  as  possible.** 

In  1785  this  committee  reported  that  visits  had  been  made 
to  families  in  the  interests  of  education  but  that  little  was 
effected.*^  The  committee  was  released  and  the  considera- 
tion of  education  left  to  the  next  meeting,^"  at  which  a  new 
committee  of  three  was  appointed.  This  one,  so  far  as  their 
record  goes,  was  neither  more  active  nor  more  successful  than 
the  others.  In  1788  they  report ' '  nothing  much  has  been  done 
in  respect  to  schools  since  last  year,"  which  report  was  sent 


"Min.  Middletown  Mo.  Mtg.,  8 — 5 — 1779,  445. 

«7Wd.,  8—3—1780,  481. 

«/Wd.,  9—7—1780,  484;    8—7—1783,  557. 

"Ibtd.,  8— I— 1782,  537, 

*^Ibid.,  12 — 4 — 1783,  562. 

*Ubid.,  I— 6— 1785,  586. 


Schools  of  Bticks  County 


95 


to  the  yearly  meeting.*^  The  record  is  not  complete  to  the 
end  of  the  century,  but  for  the  period  considered  does  not 
offer  any  evidence  of  more  than  passing  educational  interest 
and  activity.  Nothing  imusual  is  to  be  noted  in  the  finance 
and  support  of  the  school  at  Middletown.  Mention  was 
made  of  Marker's  will,  which,  it  seems,  was  the  first  legacy 
left  to  its  benefit.52 

The  attention  of  the  meeting  was  early  given  to  the  care 
of  the  orphans  and  the  poor,  and  especially  to  their  satisfac- 
tory placement  among  people  as  apprentices.  The  following 
from  the  records  for  1699  will  serve  for  illustration. 

It  is  agreed  and  concluded  upon  by  this  meeting  that  the  meeting  take 
care  of  all  Friends  children  that  are  left  as  orphans  and  unsettled,  to 
inspect  and  see  that  all  such  be  taken  care  of  and  settled  in  the  best  and 
suitablest  manner  according  to  their  capacity,  that  thereby  they  may 
discharge  their  duty  and  all  such  be  eased  by  taking  such  due  care.    .    .    . 

The  attention  of  Buckingham  Meeting  was  also  turned 
toward  the  education  of  apprentices,  and  careful  scrutiny 
given  those  who  removed  to  apprentice  themselves  else- 
where, as  also  those  who  removed  to  Buckingham  Meeting. 
In  1764  Mahlon  Michener,  son  of  John,  removed  his  certifi- 
cate to  Philadelphia,  "having  been  placed  as  apprentice"  in 
the  vicinity  of  that  meeting.^  John  Parry,  minor,  an  appren- 
tice to  Thomas  Fell,  blacksmith,  produced  a  certificate  in 
Abington  Monthly,*^  which  was  accepted  and  also  that  of 
Isaac  Gommere  from  the  same  place.^  The  poor  were  pro- 
vided for  by  the  legacy  left  for  that  purpose  by  John  Holcomb 
in  1749.^  Whether  this  might,  a  part  of  it,  have  been  spent 
for  schooling  is  not  known. 

In  1755  there  was  a  minute  entered  in  the  records  to  the 
effect  that  a  legacy  had  been  left  to  Buckingham  by  their 
deceased  friend  Adam  Harker,  for  the  purpose  of  establishing 
a  free  school  in  that  place.^^  The  amount  of  the  bequest  was 
the  same  (£40)  as  that  left  to  the  Middletown  Meeting  by 


"Min.  Middletown  Mo.  Mtg.,  8—7—1788,  668. 

'*See  page  93. 

^Min.  Buckingham  Mo.  Mtg.  Extracts,  7 — 2 — 1764,  114. 

^*Ibid.,  5—4—1772,  155. 

^Ibid.,  9 — 2 — 1776,  179. 

'*Ihid.,  2 — ^3 — 1749,  61. 

"/Wd.,  5—5—1755,  79- 


Care  of  poor 
orphan ;  ap- 
prenticing 


Buckingham 

Apprentices; 
care  in  their 
certification 


Harker 
legacy  for  a 
free  school 


96 


Early  Quaker  Education  in  Pennsylvania 


Committee 
appointed 
on  schools 


Visiting 
schools 
required 


Committee's 
recommenda- 
tions 


Harker.^^  This  was  the  first  bequest  for  definite  school  pur- 
poses; the  indications  are  that  many  followed.  In  1778,  a 
minute  gives  their  financial  status  as  £244/4/11^  and  they 
entertained  a  proposition  and  concluded  to  raise  £500  more.^' 
At  the  same  time,  the  recommendations  from  the  yearly 
meeting  being  read,®"  a  committee  of  the  following  persons 
was  appointed  for  investigation  and  assistance  on  the  subject 
of  schools,  viz.:  Paul  Preston,  Joseph  Watson,  Joseph 
Preston,  John  Gillingham,  Benjamin  Paxson,  Benjamin 
Kinsey,  Thomas  Watson,  Joseph  Eastbum,  John  Kinsey, 
John  Balderston,  Jonathan  Shaw,  Benjamin  Cutler,  Thomas 
Good,  Jr.,  John  Brown,  and  Robert  Kirkbride.®^  The  action 
of  this  committee  is  not  brought  out  in  the  minutes  of  the 
meeting. 

The  quarterly  meeting  made  a  new  appeal  in  1780  for  a 
more  decided  action  by  the  various  tributary  meetings  which 
was  followed  by  the  appointment  of  a  new  committee.*'^ 
They  were  requested  to  "visit  the  school"  for  the  "help  and 
assistance"  of  the  master  and  to  report  their  action  to  a 
future  meeting.  In  the  twelfth  month  of  the  same  year  they 
made  these  recommendations: 

The  committee  appointed  for  the  proper  establishment  and  regulation 
of  schools  made  report  in  writing  that  it  is  their  sense  and  judgment  that 
the  monthly  meeting  should  reconmiend  to  the  particular  meetings 
severally,  to  promote  subscriptions  toward  the  setting  up  and  building 
upon  their  meeting's  lands  as  may  be  convenient  for  schoolhouses  and 
such  conveniences  as  may  accommodate  settled  persons  who  live  near 
the  same,  as  also  to  encourage  their  contributions  toward  making  up 
funds  or  salaries  for  the  constant  support  of  schools  therein  which  is 
recommended  to  the  preparative  meetings.^ 

A  new  committee  was  appointed  in  1784.^  They  con- 
vened with  the  committees  of  the  preparatives  and  discussed 
the  recommendations  and  means  suggested  by  the  yearly 
meeting.  Their  conclusion  was  to  the  effect  that  one  thing 
in  the  recommendations  was  absolutely  necessary,  namely, 

^*See  page  93. 

^'Min.  Buckingham  Mo.  Mtg.,  12 — 7 — 1778,  194. 

*°Advices,   250. 

"Min.  Buckingham  Mo.  Mtg.,  12 — 7 — 1778,  194. 

^^Ibid.,  9 — 4 — 1780,  206. 

^Ibid.,  12 — 13 — 1780,  210. 

^lUd.,  I— 5— 1784,  234. 


Schools  of  Bucks  County 


97 


that  all  funds,  legacies,  properties,  etc.,  provided  for  the 
schools,  should  be  vested  in  trustees  for  that  purpose.^ 
Without  taking  this  step  they  saw  no  way  to  attain  even  the 
least  success.  It  was  further  suggested  that  the  trustees  or 
committee  thus  appointed  should  investigate  the  present 
houses  for  schools,  their  condition  and  location,  in  each  of  the 
particular  meetings,  that  a  wiser  plan  might  be  followed  in 
locating  the  new  ones.  The  meeting  considering  the  report 
decided  to  adopt  its  suggestions  and  accordingly  appointed 
thirteen  men, 

to  inspect  into  the  state  of  such  schools  as  are  now  kept  and  where  it 
may  be  necessary,  to  promote  others, 

and  make  a  report  as  soon  as  possible.^  Its  report,  produced 
in  the  first  month,  1785,  was  quite  long.  Only  the  essential 
points  of  it  are  given  in  the  following  digest.^^ 

1.  Most  of  the  committee  appointed  met  and  decided  to 
confirm  the  former  committee's  report. 

2.  We  find  that  there  are  many  schoolhouses  within  the 
bounds  that  include  the  members  of  the  meeting. 

a.  These  are  not  well  situated  for  the  service  of  schools. 

b.  Some  are  well  situated,  however,  as  (i)  one  on  land 
granted  by  Samuel  Eastbum  and  vested  in  the 
school  trustees,  (2)  one  on  land  granted  by  Thomas 
Goode,  vested  in  members  of  the  meeting,  but  not 
in  trust  for  the  meeting. 

3.  They  suggest  that  these  two  houses  be  used  as  pre- 
viously and  that  new  houses  be  erected  not  more  than  three 
miles  apart. 

4.  They  maintain  an  imcertain  state  has  prevailed  among 
the  schools. 

5.  The  following  places  are  recommended  for  new  schools 
to  be  built: 

a.  At  the  schooUiouse  near  Samuel  Eastbum's. 

b.  On  the  work  road  between  William  Jitchin's  and 
Thomas   Rose's. 

c.  On  the  road  from  Newtown  to  Coryell's  Ferry. 


Appointment 
of  trustees 
necessary 


Summary  of 
committee's 
report  of 
1785 


**Min.  Buckingham  Mo.  Mtg.,  3 — i — 1784,  236. 

^Ibid. 

^Ubid.,  I— 3— 1785.  317- 


98 


Early  Quaker  Education  in  Pennsylvania 


New  school 
property  of 
Solebury 
and  Buck- 
ingham 


Problem  of 

funds 

attacked 


Subscription 

form 

presented 


d.  At  the  intersection  of  the  lower  work  road  and  the 
street  road. 

e.  Near  the  south  side  of  Watson  Weldin's  land. 

f.  On  Durham  Road  near  Thomas  Gilbert's. 

g.  On  Pltunstead's  Meeting  House  land. 

h.  And  at  the  schoolhouse  near  Thomas  Goode's.^* 
It  was  thought  such  divisions  would  as  nearly  answer  the 
needs  as  rivers  and  mountains  would  permit,  and  would 
provide  for  all  of  Buckingham  territory  and  a  little  of  Wrights- 
town.  Any  variation  from  this  proposed  building  plan  was 
desired  to  be  brought  before  the  committee  for  their  judg- 
ment and  acquiescence.  In  accordance  with  this  suggestion 
the  Friends  of  Solebury  (1785)  requested  the  assistance  and 
advice  of  the  committee  in  locating  their  school  which  they 
desired  in  a  different  place  from  that  previously  suggested  by 
the  committee.  They  conferred  with  the  committee  and 
finding  their  choice  of  site  as  good  as  could  be  obtained,  it  was 
agreed  to  build  the  new  house  on  the  southeast  comer  of 
Hugh  Ely's  land,  of  Solebury.^^  In  1786  Solebury  Friends 
requested  a  committee  of  the  monthly  meeting  to  be  named 
to  whom  they  might  give  a  title  for  the  land.'"  In  1793 
Buckingham  was  permitted  to  build  a  school  on  the  meeting 
house  land,  the  meeting  to  be  in  charge  of  the  said  school.''^ 
Having  settled  thus  satisfactorily  a  systematic  method  of 
getting  the  schools  located,  they  addressed  themselves  to  the 
task  of  raising  school  funds.^^  A  committee  of  eleven  mem- 
bers was  appointed,  which,  four  months  later,  reported  a  plan 
of  subscription  paper  to  be  used  in  getting  funds  for  purchas- 
ing lands  and  buildings.^^  The  plan  as  reported  and  approved 
by  the  monthly  meeting  was  the  following: 

We  the  subscribers  do  hereby  engage  to  pay  or  cause  to  be  paid  unto 
A.  B.  the  several  sums  annexed  to  our  names  to  be  applied  to  the  use  of 
purchasing  a  lot  of  land  of  C.  D.  and  building  a  schoolhouse  thereon,  the 
property  and  government  to  belong  entirely  to  the  society  of  the  people 
called  Quakers  and  under  the  direction  of  the  Monthly  Meeting  of 


**Min.  Buckingham  Mo.  Mtg.,  i — 3 — 1785,  317. 

8»7Wd.,  3—7—1785,  244. 

"JWd.,  2—6—1786,  252. 

''^Ibid.,  6 — 3 — 1793,  306. 

"7Wd.,  6 — 6—1785,  247. 

"/Wd.,  10— 3— 1785,  249. 


Schools  of  Bucks  County 


99 


Buckingham,  the  title  of  which  is  to  be  wholly  vested  in  the  trustees 
appointed  by  the  said  monthly  meeting.  The  rules  and  orders  of  the 
school  when  erected  is  to  be  prescribed  by  the  aforesaid  monthly  meet- 
ings or  a  committee  thereof  consistent  with  otir  religious  principles,  and 
that  no  tutor  shall  be  permitted  to  teach  in  said  school  until  .... 
approved  by  the  monthly  meeting  or  a  committee  of  the  aforesaid. 

In  1790  the  state  of  schcxDls  in  the  monthly  meeting  was 
given  as  follows: 

It  appears  that  preparatory  to  the  plan  pointed  out  by  the  yearly 
meeting  last  year,  there  are  two  schoolhouses  under  the  direction  of  this 
meeting.  Schools  in  general  among  us,  both  as  to  tutors  and  to  school 
government,  are  in  a  better  state  than  they  formerly  were;  and  some 
property  has  been  vested  in  the  meeting  towards  a  fund  for  the  use 
of  schools.'^^ 

The  form  of  subscription  above  mentioned  was  used  for 
raising  ftmds  till  1793  when  a  committee  on  schools  incor- 
porated it  with  a  few  other  suggestions  in  their  plans.'^ 
These  may  be  stmimarized  as  follows: 

1.  Each  contributor  to  subscribe  a  principal  sum. 

2.  All  sums  to  be  lumped  together  and  invested  in  trus- 
tees, accountable  to  the  monthly  meeting. 

3.  All  interests  to  be  paid  annually  and  applied  each  year 
to  the  schools  in  the  compass  of  the  monthly  meeting. 

4.  All  tutors  to  be  members  of  Friends. 

5.  Funds  to  be  first  applied  to  the  schooHng  of  poor 
Friends'  children,  their  necessities  to  be  judged  by  the 
monthly  meeting. 

6.  The  remainder  to  be  applied  equally  to  the  payment 
for  other  children,  proportionate  to  the  time  they  attend 
school.^* 

7.  Interest  to  continue  till  the  principal  is  paid. 

8.  All  principals  paid  in  are  to  be  invested  or  "put  to  use" 
by  the  trustees. 

The  total  number  of  subscriptions  listed  up  to  date  was 
117;  the  total  amount  subscribed  was  £759;  the  individual 
subscriptions  varied  from  £1  to  £25."    The  meeting  also 

^*Min.  Buckingham  Mo.  Mtg.,  8 — 2 — 1790,  283. 

«7Wd.,  4— I— 1793,  302. 

'''Ibid.,  5 — 5 — 1794,  315.  (It  was  in  1794  suggested  that  any  surplus 
be  used  for  the  botmd  apprentices  of  members,  though  they  were  not 
themselves  members  of  the  meeting.) 

'"Ibid.,  4— I— 1793,  302. 


State  of 
schools  in 
1790 


Summary  of 
later  form 
used  for 
subscription 


Amount  of 
subscriptions 


Early  Quaker  Education  in  Pennsylvania 


Special 

committee  on 
school- 
masters 

Wrightstown 


Progress 
slow;  reasons 


succeeded  in  getting  such  former  donations,  as  Barker's 
legacy,  appropriated  to  this  permanent  fund.'^ 

In  1796  Jeremiah  Praul,  Joseph  Yerkes,  and  Benjamin 
Kite  were  appointed  to  have  the  care  of  receiving  all  applica- 
tions from  prospective  masters,  and  in  case  of  vacancies  to 
seek  and  have  ready  a  list  of  available  and  well-qualified 
members.'^ 

One  can  hardly  attempt  to  place  a  date  for  the  beginning 
of  the  schools  in  Wrightstown  Meeting.  But  by  a  report 
made  late  in  the  eighteenth  centtiry  (1792)  we  gather  a  very 
good  idea  of  the  state  of  schools  in  that  locality.  The  cause 
of  the  rather  halting  progress  is  perhaps  foimd  in  the  latter 
part  of  this  committee's  report,  which  states  that  the  best 
plan  conceived  is  for  each  particular  meeting  to  raise  its  own 
subscription  for  its  own  school,*"  which  in  part  was  right, 
but  more  direction  on  the  part  of  the  monthly  meeting  would 
doubtless  have  produced  better  results.  The  report  of  1792 
is  here  submitted. 

We  the  committee  appointed  to  take  into  consideration  the  state  of 
schools  within  the  limits  of  this  meeting,  after  having  several  times  met 
and  attended  to  onr  appointment,  find  the  main  cause  why  our  schools 
are  so  unsettled  and  so  frequently  occupied  by  unqualified  teachers  is 
the  want  of  sufficient  salaries  to  make  tuition  an  object  of  employment 
worthy  the  attention  of  those  who  are  or  may  be  best  qualified  to  dis- 
Want  of  money  charge  that  trust;    having  duly  investigated  that  subject  it  plainly 
to  pay  qualified  appears  very  few  amongst  us  who  are  interested  in  schools  are  of  ability 
teachers  to  advance  money  towards  raising  a  fund  on  any  other  consideration 

than  that  of  immediately  receiving  the  benefit  thereof;  we  are,  there- 
fore, of  opinion  nothing  affords  a  fairer  prospect  of  promoting  the  work 
than  for  separate  neighborhoods  to  enter  subscriptions  for  raising  funds 
for  the  support  and  establishment  of  their  own  particular  schools,  which 
was  read  and  referred  to  the  consideration  of  next  meeting.^^ 

In  1793  the  extracts  from  the  yearly  meeting  being  read 
and  especially  those  concerned  with  the  establishment  of 
schools,  it  was  decided  to  appoint  a  committee  "to  endeavor 
to  promote  that  service  as  recommended,"  and  make  a  report 
that  might  be  sent  to  the  yearly  asembly.^ 


^*Min.  Buckingham  Mo.  Mtg.,  2 — ^3 — 1794,  310.5 

"7&*d.,  12—5—1796,  332. 

^^Min.  Wrightstown  Mo.  Mtg.,  8 — 7 — 1792,  88. 

«^Ibid.,  I— 8— 1793,  96. 


Schools  of  Bucks  'Coiifily  ' '    '''•''•  'tdt 


In  1790  a  committee  was  appointed  to  look  after  the  state 
of  various  legacies  which  had  been  left  from  time  to  time  for 
the  "support  of  a  free  school."^  This  committee  made 
report  shortly  thereafter  that  the  amount  of  the  principals 
and  interest  at  the  time  was  £248/13/10.^  A  question 
arose  as  to  the  proper  application  of  the  interest  on  a  legacy 
left  by  Jonathan  Abbitt  and  others,  and  was  referred  to  the 
school  committee.  They  decided  it  might  be  expended  for 
the  schooling  of  Friends'  children  in  straightened  circum- 
stances, provided  they  be  taught  in  a  school  kept  in  Wrights- 
town.^ 

A  number  of  other  legacies  were  granted  from  time  to  time 
for  the  encouragement  of  a  free  school,  among  them  being 
one  by  Adam  Harker  (£40),^  who  had  also  benefitted 
Middletown  and  Buckingham,  and  that  of  David  Buckman, 
the  text  of  which  is  given  below. 

I  give  and  bequeath  to  Isaac  Wiggins  of  the  township  of  North- 
hampton, David  Buckman  and  James  Briggs  of  the  township  of  New- 
town, and  Joseph  Hampton  and  Isaac  Chapman  of  the  township  of 
Wrightstown,  all  in  the  County  of  Bucks,  and  the  survivors  of  them,  the 
sum  of  £50  in  gold  or  silver  currency  in  trust  ....  place  the  same 
at  interest  on  real  secvirity  or  therewith  purchase  an  annuity  or  ground- 
rent  or  such  other  method  as  they  may  think  proper  for  securing  the 
same  and  apply  the  interest  thereof  as  the  same  shall  thereafter  be 
received,  towards  the  establishing  and  maintaining  a  free  school  in 
Wrightstown  aforesaid  near  the  meeting  house  for  the  instruction  of 
Friends  children  belonging  to  the  monthly  meeting  of  Friends  in 
Wrightstown,  in  useful  learning,  and  the  said  school  to  be  under  the  care 
and  direction  of  the  monthly  meeting  aforesaid.*^ 

In  1 791  a  committee  presented  a  report  on  the  status  of 
legacies,  which  is  given  herewith  in  shortened  form. 
I.     The  will  of  David  Twining. 

I  give  to  the  monthly  meeting  of  Friends  at  Wrightstown  the  svun  of 
five  pounds  to  be  applied  towards  a  Free  School  in  Wrightstown,  near 
the  meeting  house,  that  is  under  the  direction  and  care  of  Friends. 


Committee 
on  school 
legacies,  etc., 
reports 
£248/13/10 


Buckman's 
will 


Digest  of 
report  on 
legacies  at 
Wrightstown 


**Min.  Wrightstown  Mo.  Mtg.,  10 — 5 — 1790,  57. 
^Ibid.,  12 — 7 — 1790,  60. 
^Ibid.,  I — 4 — 1791,  62. 

"The  Harker  legacy  at  this  time  had  increased  to  £183/4/4  (see 
Wrightstown  Minutes,  10 — 2 — 1792,  92). 
^Ibid.,  9 — 6 — 1791,  71. 


ibi     '   '  Early  <^u\iker  Education  in  Pennsylvania 


Funds  in 
chaotic  state 


Richland 


date  of 
school 


Endowment 
for  use 
of  poor 


2.  A  committee  of  six  suggested  to  take  the  said  legacy 
and  apply  its  interest  to  the  said  school. 

3.  Report  of  a  committee  on  Adam  Harker's  will. 

All  trustees  have  died  without  having  made  any  purchase  of  any 
groundrent  or  annuity  for  the  purpose  aforementioned. 

4.  The  trustees  appointed  by  David  Buckman,  deceased, 
in  his  last  will  and  testament  to  have  the  care  of  a  legacy  of 
£50  given  by  the  said  David  to  this  meeting  for  establishing 
a  Free  School  in  Wrightstown,  report  that  they  have  received 
said  legacy  and  put  it  out  to  interest  on  a  mortgage  bearing 
date  the  seventeenth  day  of  the  third  month  last.^^ 

In  1799  a  legacy  of  £30  was  left  to  Wrightstown  Meeting 
"to  be  laid  out  in  the  education  of  poor  children  in  the  school 
house  on  the  meeting  house  land."*^  From  later  records 
running  into  the  first  two  decades  of  the  next  century,  it 
appears  that  the  state  of  the  donations  was  never  gotten  into 
very  good  shape.  When  they  came  into  the  hands  of  the 
trustees  in  1822  they  were  "indistinguishable  one  from 
another,"  so  far  as  the  purposes  for  which  each  was  intended. 
At  the  time  when  some  of  the  bequests  were  made  there  was  a 
large  stone  schoolhouse  standing  on  the  meeting's  grounds  to 
which  they  alluded  in  their  wills. ^°  This  building  was  torn 
down  about  181 5  and  two  schools  set  up,  one  two  miles  above 
the  meeting  house,  and  the  other  about  three-quarters  of  a 
mile  below  it.  The  total  amount  of  the  legacies  had  in- 
creased by  1822  to  about  $6,800.^^ 

Richland  Monthly  Meeting  (1742),  the  latest  of  all  in 
Bucks  County  to  be  established,  with  which  we  are  now 
dealing,  belonged  to  the  Abington  Quarter  (whose  limits 
were  chiefly  in  Montgomery  County).  The  school,  its  date 
of  beginning  not  known  (probably  in  1742),*  was  early 
endowed  with  legacies  left  voluntarily  and  primarily  for  the 
education  of  the  poor;  the  first  one  of  considerable  worth  was 
that  of  Morris  Morris.  An  extract  from  the  minutes  shows 
that, 

**Min.  Wrightstown  Mo.  Mtg.,  9 — 5 — 1 791,  83! 

^^Ibid.,  5—7—1799.  233- 

^^Ihid.,  254. 

^Ubid. 

*Wickersham,  83. 


Schools  of  Bucks  County  103 

At  this  meeting  were  exhibited  two  bonds  for  two  svims  of  money 
amovmting  in  the  whole  to  £100,  it  being  a  free  and  generous  donation 
given  by  our  ancient  Friend,  Morris  Morris,  for  the  use  and  encourage- 
ment of  a  school  to  be  kept  at  or  near  this  meeting  house,  which  bonds 
are  legally  executed  to  the  Friends  heretofore  appointed  as  trustees  for 
this  meeting,  who  are  to  take  care  from  time  to  time  to  lay  out  the 
interest  arising  from  the  said  donation  for  procuring  necessary  learning 
for  such  poor  Friends'  children  who  may  be  the  most  proper  objects 
of  such  charitable  help  and  the  said  trustees  to  render  yearly  account  to 
this  meeting  of  their  service  in  the  said  distribution.'^ 

This  beginning  was  increased  in  1796  by  £20  granted  from 
the  estate  of  Edward  Roberts. ^^  The  following  record  from  a 
school  account  book  of  legacies,  known  as  the  "Jonathan 
Walton  Fund"  is  cited,  which  indicates  the  manner  of  the 
school  expenditures: 

1792 — ^for  schooling 

to  Je.sse  Foulke 15/10/00 

to  Jonathan  Carr I  /lo/oo 

to  ditto 7/00 

to  Abraham  Walton 16/6/00 

to  Jesse  Foulke i  /10/7 

to  John  Nash S/oo 

toJesseHicks 1/2/6 

1793— 

to  Jonathan  Carr 7/6 

to  Nathan  Walton 5/4 

to  Sam  Norris 2/12/11 

to  Abraham  Walton 18/7 

to  Jesse  Hicks 15/00 

to  Samuel  Norris 3/6/3>^ 

Paid  to  Daniel  B.  Ayres  for  teaching  children 2/1/8 

3/2/2 

Paid  for  teaching  and  books 2/1/4** 


Items  of 
expenditure 
for  schooling 
in  Richland 


SUMMARY 

The  establishment  of  schools  of  Falls,  Middletown, 
Wrightstown,  Buckingham,  and  Richland  meetings  is  dis- 
cussed in  this  chapter.  Their  first  activity  was  to  establish 
youths'  meetings  and  look  after  the  placing  of  apprentices. 
The  date  of  the  first  school  at  Falls  is  not  determined,  though 


""Min.  Richland  Mo.  Mtg.,  i — ^21 — 1762. 
^Ibid.,  12 — 21 — 1769. 
"Expenditures,  J.  Walton  Ftmd,  I,  i. 


The  meetings 


Falls 


I04 


Early  Quaker  Education  in  Pennsylvania 


Permanent 

property 

acquired 

Three  schools 
reported 

Middletown 

First  school 
in  meeting 
house 

Free  school 
endowed 


Buckingham 


Plan  for  build- 
ings and 
support 


Wrightstown 


One  school 
undei  monthly 
meeting 


Richland 

Total  number 
of  schools 


the  educational  activity  appears  to  have  been  on  a  par  with 
other  meetings.  In  1759  property  was  conveyed  to  trustees 
for  the  use  of  the  school,  and  at  various  dates  thereafter.  A 
school  committee  reported  three  schools,  one  in  each  prepara- 
tive, in  1784.  The  usual  means  of  support  were  employed. 
The  school  money  amounted  in  1799  to  £777/9/43^. 

Middletown's  first  school  was  held  in  the  meeting  house,  in 
accord  with  a  permit  granted  by  Friends.  The  real  progress 
of  schools  among  them  is  not  determined,  though  we  know 
that  they  are  supplied  with  schools.  It  is  likely,  judging 
from  the  nature  of  the  committee's  reports,  that  they  did  not 
meet  the  standards  set  by  the  yearly  meeting.  The  free 
school,  endowed  with  £40  in  1755  by  Harker,  was  to  be  under 
care  of  the  monthly  meeting. 

Buckingham  meeting  assumed  a  regular  care  in  the  appren- 
ticing of  children,  and,  Uke  Middletown,  was  endowed  by 
Adam  Harker.  A  school  committee  was  appointed  in  1778, 
and  the  visiting  of  schools  required.  An  unusual  plan  for 
building  schoolhouses  was  devised  in  1785 ;  and  also  a  scheme 
for  school  support  in  1785  which  was  improved  in  1793.  A 
special  committee  of  two  men  had  charge  of  employing 
masters  Two  schools  are  reported  as  under  the  care  of  the 
meetings'  committee,  in  1790. 

The  cause  for  the  apparently  slow  progress  of  Wrightstown 
concerning  schools  lay  chiefly  in  a  lack  of  permanent  funds. 
Back  of  this,  there  seems  to  have  been  a  failure  on  the  part  of 
the  monthly  meeting  to  unite  and  direct  the  activities  of  its 
preparatives,  for  the  individual  contributions  were  consider- 
able. Though '  'schools"  are  mentioned  in  the  minutes,  it  seems 
most  likely  that  only  the  one  at  Wrightstown  was  in  reality  a 
school  of  the  monthly  meeting. 

Little  is  discovered  concerning  the  Richland  school  save 
that  it  was  endowed  in  1762  by  Morris.  The  account  books 
of  the  Walton  fund  show  that  the  children  were  schooled  at 
the  expense  of  the  meeting. 

There  were  probably  eight  schools  regularly  established  in 
the  five  monthly  meetings. 


CHAPTER  VI 


SCHOOLS   IN  MONTGOMERY  COUNTY 


Following  the  procedure  in  the  preceding  chapter,  the 
establishment  of  schools  in  Montgomery  County  will  be 
treated  (i)  under  the  head  of  the  monthly  meetings  in  whose 
limits  they  were  located  and  (2)  in  the  order  of  the  time  of 
settlement.  The  monthly  meetings  in  Montgomery  County 
and  their  dates  of  establishment  are  as  follows:  (i)  Abing- 
ton,  1683;  (2)  Gwynedd,  set  off  from  Radnor,  located  in 
present  Delaware  County,  17 14,  and  (3)  Horsham,  set  off 
from  Abington  in  1782.^  In  connection  with  the  schools 
established  in  Montgomery  County  will  also  be  considered 
briefly  the  same  activity  of  Warrington  Monthly  Meeting 
(York  County),  which  belongs  at  present  to  Baltimore  Yearly 
Meeting.  Warrington  was  established  as  a  monthly  meeting 
in  1747,^  being  set  off  from  that  of  Sadsbury.  Brief  mention 
is  made  of  Westland  Meeting. 

The  first  records  left  by  Abington  Meeting,  which  relate 
particularly  to  any  phase  of  education,  are  those  in  reference 
to  the  establishment  of  youths'  meetings.  It  is  implied  by 
these  minutes  that  nothing  was  done  in  this  regard  till  about 
1695,  when, 

It  was  agreed  upon  .  .  .  that  f otir  friends  belonging  to  this  monthly 
meeting  be  asked  to  take  care  of  the  Youth  belonging  to  each  meeting 
as  concerning  their  orderly  walking  .  .  .  according  to  the  good 
advice  of  Friends,  in  an  epistle  from  the  Yearly  Meeting  at  Burlington 
1694,  wherefore    .    .    .    men  appointed.* 

This  apparently  resulted  in  an  agreement  that  the  youths' 
meetings  should  be  established  at  the  home  of  Richard 


^Bunting,  23,  26,  25,  respectively;  also,  first  volumes  of  the  respective 
records. 

^See  abstracts  of  Warrington  Records,  H.  S.  P.  Library;  Prowell, 
Hist.  York  County,  I,  112. 

*Min.  Abington  Mo,  Mtg.,  2 — 29 — 1695,  25. 

(105) 


The  meetings 


Abington 

Youths' 
meetings 


io6 


Early  Quaker  Education  in  Pennsylvania 


Established 


Youths' 
meetings 
shifted  often 


Land  deeded 
for  meeting 
and  school 


Meeting 
house  built 


Worrall.'*  It  is  to  be  inferred  that  considerable  attention  was 
given  to  this  earliest  phase  of  education.  In  1699  the  Friends 
of  Abington  urged: 

Those  Friends  that  are  appointed  to  inspect  into  the  behavior  of  the 
youth  and  their  respective  meetings;  that  they  may  be  stirred  to  dis- 
charge their  places,  and  to  give  account  to  the  monthly  meeting.* 

The  youths'  meetings  were  not  of  permanent  foundation, 
and  their  date  for  meeting  was  shifted  frequently,  which  gave 
them  characteristic  irregularity.^  The  purposes  to  be 
secured  by  the  youths'  meetings  were  chiefly  moral.' 

The  gift  of  property  for  the  foundation  of  Abington  Friends' 
School  dates  back  to  1697.^  The  donor,  John  Barnes,  had 
purchased  250  acres  adjoining  the  tract  possessed  by  Sarah 
Fuller,  receiving  patent  for  the  same  on  June  ist,  1684.' 
Shortly  after  this  he  added  to  his  possessions  also  the  tract 
formerly  possessed  by  Sarah  Fuller.^"  From  this  total  (600 
acres)  he  deeded  one  hundred  and  thirty  acres  on  Feb.  5th, 
1696,  to  the  use  of  a  meeting  house  and  schoolhouse  for  the 
Friends  of  Abington  Meeting.*  The  tract  lies  about  ten 
miles  north  of  the  city  of  Philadelphia.  The  Abington 
School,  thus  possessing  such  a  large  heritage  and  firm  founda- 
tion in  a  material  way,  at  least  is  a  close  rival  of  the  Penn 
Charter  School  of  Philadelphia,  the  petition  for  which  was 
presented  to  the  Council  1697-8,**  and  whose  first  charter  was 
granted  in  1701.^^ 

The  exact  date  when  a  school  was  first  held  in  property  on 
this  land  cannot  be  determined.  The  meeting  house  on  the 
newly  acquired  lands  was  built  between  the  years  1697  and 
1700,  with  assistance  from  the  meeting  at  Philadelphia.  It 
is  probable  that  a  school  may  have  been  taught  at  the  meeting 
house  for  a  time  as  that  custom  was  followed  in  many  other 


*Min.  Abington  Mo.  Mtg.,  i — 29 — 1697,  30. 

^Ibid.,  I — 27 — 1699,  35. 

^Ibid.,  8 — 25 — 1703,  48. 

^See  page  172. 

*Bean,  679;    also,  Friends  Intelligencer,  8 — 15 — 1896,  539. 

Ubid.,  679. 

*  Friends  Intelligencer,  8 — 15 — 1896,  539. 
**Col.  Rec.  I,  499. 
"See  pp.  47-52. 


Schools  in  Montgomery  County 


107 


meetings,^  but  this  is  a  mere  probability.  The  best  evidence 
of  a  school  at  an  early  date  is  that  relating  to  Jacob  Taylor 
who,  about  1701,  was  "concerned  in  a  school  at  Abington," 
but  was  to  be  asked  to  take  the  management  of  a  land  office.^' 
Mr.  Bean,  writing  in  the  local  history  of  Montgomery  County, 
says  that  Jacob  Taylor  was  land  surveyor  from  1706  to  1733.^* 
That  he  was  engaged  in  teaching  during  the  entire  period 
from  1 701  to  1706  we  do  not  know,  but  it  is  quite  probable 
that  he  was  the  first  schoolmaster  who  taught  in  a  regularly 
established  school. 

In  1722,  referring  to  the  bequest  of  land  by  John  Barnes, 
the  minute  of  the  monthly  meeting  states: 

Whereas  John  Barnes  deceased,  having  given  a  legacy  or  yearly 
income  towards  maintaining  of  a  school  at  Abington  .  .  .  and  in  the 
said  deed  of  trust  to  Friends,  he  left  this  meeting  in  power  to  choose  a 
trustee  when  any  Friends  that  were  intrusted  did  remove  or  decease. 
Now  seeing  Thomas  Canby  being  one  intrusted  is  removed  into  the 
County  of  Bucks,  this  meeting  does  appoint  Richard  Martin  to  act  in 
his  room." 

In  1726  Thomas  Fletcher  was  chosen  to  act  as  one  of  the 
trustees  of  the  said  donation  and  the  school  affairs,  in  the 
place  of  his  deceased  father,  Robert  Fletcher.^®  Everard 
Bolton's  place  (deceased)  was  filled  by  Nicholas  Austen  as 
trustee  in  1727."  In  1742  Abington  Friends  took  a  deed  of 
conveyance  of  Thomas  Canby  for  the  land  and  premises 
belonging  to  their  school  and  meeting  house.^^  Besides  the 
bequest  of  Barnes  already  mentioned,  there  were  several 
others  which  deserve  mention.  In  1749  a  committee 
appointed  to  investigate  the  donation  left  to  the  meeting  by 
William  Carter  in  his  last  will  and  testament,  reported  they 
had  attended  to  it,  and  produced  to  the  meeting  an  extract 
from  the  will  before  mentioned.^*  Quoting  from  the  Abing- 
ton records  the  piupose  of  the  will  was  given  to  be  as  follows: 


Jacob  Taylor 
concerned  in 
a  school 


Taylor,  land 
surveyor 


Land  in  care 
of  trustees 


Carter's 
donation 


"See  pp.  93  and  136. 

"2  Pa.  Archives,  XIX,  24' 

"Bean,  680. 

"Min.  Abington  Mo.  Mtg. 

^^Ibid.,  8 — ^31 — 1726,  149. 

"Ibid.,  II — 29 — 1727,  155. 

^^Ibid.,  6 — 30 — 1742,  249. 

"/Wd.,  I— 27— 1749,  50. 


I — 26 — 1722,  124. 


io8 


Early  Quaker  Education  in  Pennsylvania 


Expenditure 
of  funds  in 
charge  of 
committees 


Funds 

requested  for 
schooling 
children 


How  dis- 
tributed 


.  .  .  two  certain  yearly  groundrents  one  of  six,  the  other  of  four 
pounds,  are  invested  in  trustees,  in  order  that  the  same  may  be  con- 
veyed, and  ...  as  this  meeting  shall  think  fit  to  appoint  to  the 
intent  and  purpose  that  the  same  shall  be  annually  laid  on  and  expended 
in  the  pay  for  the  schooling  and  teaching  of  such  whose  parents  or  over- 
seers ...  in  the  verge  of  this  meeting  are  not  able  to  pay  for  them, 
or  the  relief  of  the  poor  of  this  meeting,  when  and  as  such  poor  children 
are  not  to  be  found.     .     .     "o 

The  details  of  the  expenditure  of  money  left  for  such  pur- 
poses were  taken  care  of  usually  by  the  overseers  of  the  poor 
and  also  by  the  school  committee,  whose  duty  it  was  to 
inquire  in  each  of  the  preparative  meetings  concerning  chil- 
dren who  might  be  in  need  of  help  and  whether  they  would  be 
willing  to  accept  assistance.  Their  investigations  were 
reported  to  the  monthly  meeting  to  be  considered  before  any 
expenditures  were  made.^^  If  they  were  satisfactory  to  the 
meeting,  disbursements  were  then  ordered  to  the  preparatives 
according  to  their  needs  as  stated.^^  The  preparative  meet- 
ing was  also  free  to  make  a  voluntary  request  for  a  part  of  any 
fund  for  aid  to  poor  children,  if  they  desired  to  do  so.  In 
1760, 

Horsham  Friends  requested  the  sum  of  four  pounds  of  Carter's  legacy 
towards  the  schooling  of  a  poor  child;  this  meeting  orders  that  our 
treasurer  do  pay  them  that  sum.^^  And  again,  the  present  treasurer, 
Joshua  Morris,  is  ordered  to  pay  to  Thomas  Lloyd  a  sum  of  eight  pounds 
to  defray  the  charges  of  dieting  Joseph  Kirk,  a  poor  Friend's  child, 
belonging  to  Horsham  Meeting,  who  is  put  to  school  at  the  charge  of 
Horsham  Meeting.^* 

It  was  not  always  necessary  to  bring  the  cases  to  the 
monthly  meeting  to  be  decided  whether  aid  should  be  given 
or  withheld.  It  occurred  often  that  the  funds  were  appor- 
tioned to  the  various  preparatives,  monthly  or  quarterly 
meetings  and  their  representatives  allowed  to  apply  it 
according  to  their  judgment.^^  In  1766  those  appointed  to 
view  the  accounts  of  the  treasurer  of  Abington  Meeting  made 


^"Min.  Abington  Mo.  Mtg,,  i — 27 — 1749,  50. 

^^Ibid.,  I— 30— 1755,  148. 

^Ibid.,  8—25—1755,  151. 

^Ibid.,  5 — 26 — 1760,  260. 

"7Wd.,  6— 29— 1761,  284. 

^^Ibid.,   7 — 27 — 1767,  420. 


Schools  in  Montgomery  County 


109 


the  following  report  as  to  the  state  of  the  funds  which  had 
accrued : 

We  the  subscribers  having  perused  the  accounts  of  Joshua  Morris, 
the  meeting's  treasurer,  do  report  that  the  said  treasurer  credits  the 
meeting  with  several  simis  received  on  the  meeting's  accounts  from  the 
year  1761  ....  including  £28  for  the  rent  of  William  Carter's 
legacy  to  this  meeting,  the  whole  being  the  sum  of  £157/12/11,  and 
that  he  paid  by  order  of  this  meeting  in  that  time  (including  £40  paid 
for  schools  for  poor  children)  the  sum  of  £137/11/8;  balance  in  his 
hands  the  24th  of  the  nth  month,  1766  is  £20/1/3. 

We  likewise  report  that  we  find  five  years'  rent  of  four  pounds  a  year 
and  a  year's  rent  of  six  pounds  on  the  said  Carter's  legacy  outstanding 
and  not  yet  collected  or  received  by  him.'^* 

A  minute  of  1735  entered  in  the  meeting's  records  affords 
us  an  interesting  glimpse  into  the  nattwe  of  the  books  used 
for  the  Friends'  schools.  These  books  are  very  frequently- 
mentioned  in  many  of  the  meeting's  records,  and  many  of 
them  were  always  on  sale  by  booksellers  such  as  Franklin  in 
Philadelphia.^  There  seems  to  be  no  doubt  that  they  con- 
stituted one  of  the  staples  of  the  mental  pabulum.  The 
extract  in  which  they  are  mentioned  illustrates  also  the 
initiative  taken  by  the  meeting  in  the  direction  of  affairs 
relating  to  schools. 

And  further  to  let  the  quarterly  meeting  understand  that  this  meeting 
conceives  that  reprinting  a  quantity  of  George  Fox's  Primers  and 
Stephen  Crisp's  ditto  and  of  George  Fox's  The  Youngers  might  be 
advantageous  to  those  children  of  Friends  in  school  or  elsewhere.  We, 
therefore,  refer  the  same  to  said  meeting's  consideration.^* 

The  Abington  Meeting  began  at  an  early  date  to  work  for 
a  better  organization  among  its  schools,  cooperating  heartily 
with  the  suggestions  of  the  yearly  meeting  from  time  to  time. 
The  yearly  meeting  in  1746  and  1750  made  several  suggestions 
for  the  improvement  of  schools,^^  which  were  in  1751  followed 
by  Abington  with  a  statement  that 

This  meeting  has  gone  through  in  the  several  branches  thereof  in  the 
service  of  visiting  of  families  and  to  general  satisfaction,  and  as  to  the 
settling  of  schools  we  have  had  it  under  consideration  and  some  are 


*Min.  Abington  Mo.  Mtg.,  11 — 24 — 1766,  406. 
^Pa.  Gazette,  1740,  No.  582. 
"'Min.  Abington  Mo.  Mtg.,  8 — 27 — 1735,  207. 
^'Advices,  250. 


Report  on 
funds 


Books  used 
in  schools 


Early  Quaker  Education  in  Pennsylvania 


Gwynedd 


Schoohouse 

mentioned 

1721 


Marmaduke 

Pardo 

teacher 


desirous  to  promote  the  same  but  find  many  discouragements  at  the 
present,  yet  are  in  hopes  it  may  be  further  considered,  and    .    .    .'° 

This  report  means  nothing  in  terms  of  accomplishment,  but 
indicates  willingness  and  an  active  interest  in  educational 
problems.  In  reading  of  their  "discouragements"  one  must 
keep  in  mind  the  standards  set  by  the  yearly  meeting,  and 
that  their  report  was  their  idea  of  how  they  measured  up 
to  them. 

The  first  mention  of  any  school  (or  any  reference  to  indicate 
there  may  have  been  a  school  in  the  limits  of  Gwynedd)  is 
that  of  1 72 1,  in  a  petition  for  a  road,  entered  by  Roland  Hugh 
and  Robert  Himiphrey.^^  The  mention  herein  made  is  of  a 
schoolhouse  located  near  the  property  of  Robert  Humphrey 
and  Roland  Hughes  and  not  far  distant  from  the  road  to 
Philadelphia.  Neither  has  trace  been  found  of  any  school 
actually  established  nor  of  schoolmaster  to  have  charge  over 
it,  yet  the  presence  of  a  building  erected  for  that  purpose 
lends  credence  to  the  view  that  there  was  a  school  there, 
though  perhaps  irregularly  conducted.  Procedure  in  other 
districts  was  usually  that  schools  were  present  before  the 
schoolhouses  were  built.^^ 

The  first  mention  of  a  schoolmaster  is  relative  to  Marma- 
duke Pardo,  who  came  with  the  following  certificate  from 
Pembrokeshire  in  Wales. 

We  whose  names  are  hereunto  subscribed,  being  the  curate  and  others 
of  the  inhabitants  of  the  Parish  of  St.  Davids,  do  hereby  certify  whom  it 
may  concern,  that  the  bearer  hereof,  Marmaduke  Pardo,  of  the  city  of 
St.  Davids  and  County  of  Pembroke,  has  to  the  utmost  of  our  knowledge 
and  all  appearances  lived  a  very  sober  and  pious  life,  demeaning  himself 
according  to  the  strictest  rules  of  his  profession,  viz.,  what  we  call 
Quakerism,  and  that  he  has  for  these  several  years  past  took  upon  him- 
self the  keeping  of  a  private  school  in  this  city,  in  which  station  he 
acquitted  himself  with  the  common  applause  and  to  the  general  satis- 
faction of  all  of  us  who  have  committed  our  children  to  his  care  and 
tuition,  etc.^' 

This  certificate  was  signed  by  Richard  Roberts  and  several 
others.    With  such  recommendations,  the  citizens  of  Gwynedd 


'"Min.  Abington  Mo.  Mtg.,  5 — 29 — 1751,  78. 

^^Jenkins,  Historical  Collections  of  Gwynedd. 

"For  example,  those  in  Philadelphia,  Middletown  and  Merion. 

''Quoted  from  Jenkins,  Historical  Collections  of  Gwynedd,  pp.  395-6. 


Schools  in  Montgomery  County 


III 


were  very  fortunate  if  perchance  they  did  secure  him  as  a 
master.  Other  writers  have,  it  seems,  taken  for  granted  that 
he  actually  taught  in  the  school,  but  there  is  no  exact  evi- 
dence on  the  point,  only  a  very  great  probability.* 

The  following  extract  indicates  there  was  an  established 
school  at  Morristown  in  1766. 

Plymouth  overseers  acquaint  this  meeting  that  Mordecai  Moore  on 
his  own  and  family's  accoimt  and  several  neighboring  friends  request  the 
privilege  of  holding  a  meeting  at  the  schoolhouse  near  his  dwelling  house 
in  Morristown  every  first  day  imtU  the  general  spring  meeting.  The 
which  is  granted.** 

As  with  the  schools  and  school  affairs  of  other  meetings, 
their  history  becomes  more  tangible  about  the  last  quarter  of 
the  century.  The  recommendations  of  the  yearly  meeting 
being  received  in  1777  and  their  attention  thus  directed  con- 
sciously to  the  question  of  education,  a  committee  was 
appointed  consisting  of  the  following  men:  David  Bacon, 
John  Elliott,  Jr.,  Charles  West,  David  Estaugh,  William 
Brown,  Thomas  Hollowell,  John  Gracey,  Abraham  Liddon, 
Samuel  Lloyd,  Abraham  Cadwalader,  John  Heman,  David 
Evans,  Samuel  Lee,  Joseph  Penrose,  Joseph  Liikens  and  John 
Evans.'^  The  committee  reported  in  1779  that  the  establish- 
ment of  schools  had  been  imder  consideration,  but  that  no 
fund  had  yet  been  raised  or  land  ptirchased  for  the  establish- 
ment thereof,  as  the  yearly  meeting  had  directed.**  Accord- 
ingly the  same  committee  was  continued.  In  1780  a  minute 
of  the  meeting  states  that : 

The  matter  relating  to  the  establishment  of  schools  is  continued  and 
it  is  desired  that  the  several  preparative  meetings  will  attend  to  that 
matter  as  recommended  by  the  committee  some  time  past,  and  that  the 
committee  .  .  .  the  same  under  their  care  and  make  a  report  when 
anything  is  done  toward  accompUshing  that  service.** 

And  again  in  1785: 

A  care  remains  on  the  Friends'  minds  for  the  right  education  of  the 
youth,  though  little  progress  hath  yet  been  made  in  establishing  schools 
under  proper  regulations,  although  attention  hath  been  paid  thereto. 

*Wickersham,  83. 

"Min.  Gwynedd  Mo.  Mtg.,  10 — 28 — 1766,  457. 

^^Ibid.,  12 — ^30 — 1777,  259. 

**Ibid.,  4 — 27 — 1779,  296. 

^Ibid.,  I — 25 — 1780,  16.  " 


School  at 

Morristown 

Quaker? 


Committee 
on  schools 
appointed 


"Little 

progress" 

reported 


112 


Early  Quaker  Education  in  Pennsylvania 


Committee 
to  aid  in 
raising 
funds 


School  in 

Montgomery 

Township 


Plymouth 
school 


Temporary 
schools 


Education 
of  poor  and 
orphans 


Those  matters  respecting  the  Africans  are  under  the  care  of  a  committee, 
though  little  progress  hath  been  made  in  inspecting  their  particular 
cases." 

The  activity  of  the  committee  does  not  appear  to  have  been 
very  great.  After  a  consideration  of  their  obUgations  on  the 
subject  again  in  1791  it  was  decided  to  appoint  a  new  com- 
mittee which  was  to  work  definitely  toward  a  plan  for  raising 
a  fund  for  school  purposes,  and  to  make  a  report  on  the  state 
of  schools  in  the  monthly  meeting.  Their  report  which 
appeared  in  1793  showed  a  considerable  number  of  schools  but 
none  established  on  permanent  foundations,  and  many  not 
in  the  membership  of  Friends.  The  state  of  all  the  schools  as 
reported  is  given  in  the  following  extract.'^ 

The  committee  appointed  on  schools  reports  that  within  the  limits 
of  Gwynedd  Meeting  a  school  in  the  township  of  Montgomery  is  kept 
in  a  house,  property  of  Friends,  there  is  a  lot  on  two  acres  of  land  and  two 
rooms  for  a  master  to  live  in,  adjoining  the  schoolhouse,  and  there  is 
remaining  of  a  donation  to  the  inhabitants  of  said  township  in  common 
towards  the  support  of  a  school,  about  fifty  pounds  per  annum,  to  be 
kept  in  the  said  schoolhouse,  the  master  a  member  of  our  Society;  within 
the  compass  of  Plymouth  meeting,  there  is  a  schoolhouse  built  by  a  sub- 
scription on  a  small  lot  of  land  given  as  a  donation  with  the  interest 
accruing  on  five  hundred  pounds,  which  is  free  for  all  the  inhabitants 
within  a  mile  and  a  half  of  the  donor's  land,  the  master  not  in  member- 
ship with  Friends. 

One  school,  held  in  a  house  adjoining  the  meeting  house  at  Plymouth 
which  hath  for  several  years  been  continued  under  the  care  and  direction 
of  that  preparative  meeting.  There  are  several  temporary  schools 
within  the  limits  of  our  Monthly  Meetings,  chiefly  made  up  of  persons 
not  of  our  society,  and  kept  by  masters  of  different  professions,  no 
funds  provided  for  any  of  them,  into  which  Friends  in  such  neighborhood 
send  their  children,  there  is  a  subscription  gone  into  within  the  compass 
of  one  of  the  preparative  meetings  towards  building  a  schoolhouse  on  a 
lot  of  land  given  for  that  purpose — the  raising  of  funds  for  the  support  of 
schools  has  been  under  care,  but  not  much  progress  has  yet  been  made 
therein.     Signed  in  behalf  of  the  committee  by 

Evan  Jones, 
John  Wilson, 
Isaac  Weeks. 

The  care  and  education  of  the  poor  was  an  occasion  for 
great  concern  among  the  Friends  of  Gwynedd.     This  means 

"Min.  Gwynedd  Mo.  Mtg.,  7 — 26 — 1785,  221. 
'Ubid.,  I — 29 — 1793,  177. 


Schools  in  Montgomery  County 


113 


not  only  that  their  education  was  looked  after  but  that  in  case 
father  and  mother  married  a  second  time,  the  meeting  saw  to 
it  that  the  children's  (if  any  by  the  first  marriage)  rights 
should  be  regarded.  The  affairs  of  the  children  had  to  be 
settled  before  permission  for  marriage  was  fully  and  freely 
given.'^  They  were  not  always  satisfied  with  their  dealing 
with  such  children,  however.  About  1756  they  declared  that 
the  children  are  well  taken  care  of  physically  but  that  there  is 
too  great  a  neglect  in  regard  to  their  learning  and  apprentice- 
ship among  Friends.'*" 

Later  they  are  able  to  report,  no  doubt  with  considerable 
satisfaction,  that  after  due  inspection,  no  Friends'  children 
are  foimd  placed  from  among  Friends.*^  All  cases  of  neces- 
sity in  the  concern  of  education  were  resolutely  dealt  with, 
even  though,  as  shown  in  the  following  extract,  the  recipients 
of  the  assistance  were  rather  imwilling. 

The  Gwynedd  Friends  acquaint  this  meeting  that  Robert  Roberts, 
Jr.,  is  in  very  low  circumstances  and  not  able  to  maintain  his  wife  and 
children  reputably  and  that  they  have  not  been  able  to  prevail  with  him 
and  his  wife  to  bind  their  children  out  to  lessen  their  expense,  therefore, 
this  meeting  appoints  John  Davies  and  John  Evans  to  advise  them  to 
comply  with  Friends'  direction,  otherwise,  this  meeting  must  take 
further  notice  of  them.** 

For  a  slight  insight  into  the  condition  of  schools  in  the 
latter  years  of  the  eighteenth  century,  we  can  do  no  better 
than  present  a  letter  written  by  Joseph  Foulke,  which 
furnishes  a  personal  touch  not  found  elsewhere. 

My  earliest  recollection  of  the  schools  which  I  attended  was  at 
Gwynedd  meeting.  There  was  no  house  for  the  purpose,  but  what  was 
called  the  "little  meeting  house"  was  used.  An  old  tottering  man  by 
the  name  of  Samuel  Evans  was  the  teacher.  The  reading  books  were 
the  Bible  and  the  Testament;  we  had  Dilworth's  spelling  book,  and 
Dilworth's  Assistant  or  arithmetic.  Grarmnar  was  a  thing  hardly 
thought  of;  there  was,  however,  a  small  part  of  the  spelling  book,  called 
"a  new  guide  to  the  English  tongue,"  and  a  few  of  the  older  pupils 
learned  portions  of  this  by  rote,  and  would  occasionally  recite  to  the 
master,  but  the  substance  appeared  to  be  equally  obscure  both  to  master 
and  scholar. 


Their 

education 

neglected 


Some 
tmwilling 
to  receive 
aid 


Schools  as 
related  by 
Joseph 
Foulke 


"Min.  Gwynedd  Mo.  .Mtg.,  4 — 27 — 1727,   100. 
*°Ibid.,  7 — 27 — 1756,  163. 
*^Ibid.,  7 — 26 — 1768,  40. 
^Ibid.,  9— 17— 1765,  424- 


114  Early  Quaker  Education  in  Pennsylvania 


Merion 


School,  at 
least  not 
according  to 
plan  of 
yearly 
meeting 

Horsham 


My  next  schooling  was  in  1795,  in  the  house,  late  the  property  of 
William  Buzby,  on  the  Bethlehem  road,  above  the  spring  house.  It  was 
a  kind  of  family  school  taught  by  Hannah  Lukens.  Here,  Dr.  Walton, 
of  Stroudsburg,  laid  the  foundation  of  his  education.  I  went  to  Joshua 
Foulke,  my  father's  elder  brother,  an  old  man.  He  taught  in  a  log 
schoolhouse  near  the  eighteen-mile  stone  on  the  Bethlehem  road.  My 
father,  with  the  help  of  his  neighbors,  built  this  house  (about  1798)  on 
a  lot  set  apart  for  the  purpose  on  the  southern  extremity  of  his  premises. 
This  log  schoolhouse  stood  about  thirty  years,  and  beside  Joshua  Foulke, 
we  had  for  teachers  William  Coggins,  Hannah  Foulke,  Benjamin 
Albertson,  Hugh  Foulke  (my  brother),  John  Chamberlain,  Christian 
Dull,  Daniel  Price,  and  Samuel  Jones.  I  have  probably  not  named  all 
or  given  them  in  the  order  in  which  they  came.'*' 

Merion  seems  to  have  left  no  written  records  of  educational 
activity.  There  is  a  possibility  that  Marmaduke  Pardo** 
may  have  been  connected  with  a  school  there,  soon  after  his 
coming  from  Wales,  but  this  is  little  better  than  a  conjecture.* 
In  the  loft  of  the  present  building  (which,  however,  does  not 
date  back  so  early  as  this  study)  there  is  a  school  room  in 
which  are  rude  tables  and  benches.  One  of  them  bears  the 
date,  171 1,  rudely  cut  with  a  jackknife.  If,  in  the  early 
eighteenth  century,  the  meeting  house  still  sufficed  for 
school,  it  is  quite  probable  that  the  same  was  true  much 
earlier;  at  any  rate,  no  search  thus  far  has  revealed  anything 
concerning  an  early  schoolhouse.  The  Radnor  Monthly 
Meeting  Minutes  in  1791  state: 

At  Merion  and  Valley  we  have  not  discovered  any  progress  in  laying  a 
foundation  for  schools  in  the  way  proposed  by  the  yearly  meeting.'** 

which  would  favor  still  further  the  idea  that  any  school  held 
there  at  that  time  was  perhaps  in  the  meeting  house. 

The  earliest  mention  made  of  Horsham  Meeting  is  that  in 
the  Abington  Minutes  of  1777,  stating: 

It  is  agreed  that  there  be  two  overseers  chosen  for  Horsham  Meeting, 
viz.,  John  Michener  and  Thomas  Iredell.^* 

This  was  doubtless  very  near  the  time  of  its  first  establish- 
ment as  a  preparative  meeting.     The  earliest  preparative 


^'Jenkins,  Hist.,  Col.  of  Gwynedd,  396-7. 

^•See  p.  no. 

^Min.  Radnor  Mo.  Mtg.,  7 — 12 — 1791,  24. 

*Wickersham,  83. 

**Min.  Abington  Mo.  Mtg.,  5 — 30 — 17 17. 


Schools  in  Montgomery  County 


IIS 


minutes  accessible  are  those  beginning  1757.^''  We  may  feel 
certain,  however,  that  there  was  a  school  before  this  time,  for 
in  the  Gazette  for  1753  there  appeared  an  advertisement  which 
stated : 

Any  person  well  qualified  for  keeping  a  school  and  comes  well  recom- 
mended by  applying  to  John  Ltikens,  surveyor,  Abraham  Lukens,  or 
Benjamin  Cadwalader,  living  in  Horsham  township,  near  the  meeting 
house,  may  meet  with  proper  encouragement.^* 

This  may  have  been  the  same  stone  house  in  which  Isaac 
Comly  of  Byberry  taught  in  1799,  we  cannot  say.  In  the 
records  of  the  preparative  meeting  on  the  first  page  there  is  an 
accoimt  of  donations  concerning  schools,  but  the  page  is 
so  badly  mutilated  that  no  straight  account  can  be  made  of 
it.*^  It  will  be  recalled  from  the  account  given  of  Abington 
schools  that  Horsham  members  were  also  benefitted  by 
Carter's  legacy  and  others.^" 

A  committee  appointed  to  investigate  the  conditions  of 
schools  in  Horsham  Meeting  reported  (1779): 

We,  the  committee  appointed,  report  as  follows:  That  upon  inquiry 
we  found  that  the  schoolhouse  on  the  meeting  house  land  is  wholly 
the  property  of  Friends,  and  the  subscribers  generally  Friends;  we  also 
find  that  there  has  been  a  schoolhouse  lately  built  on  a  piece  of  land  held 
in  trust  for  that  purpose  between  John  Parry's  and  John  Walton's 
wholly  by  the  Friends,  and  generally  Friends  subscribers;  there  is  also 
one  other  schoolhouse  near  the  Billet  on  a  piece  of  land  held  in  trust  for 
that  purpose  by  Friends  and  others,  and  one  other  schoolhouse  near 
John  Jarret's  upon  sufferance;  the  two  last  mentioned  schools  being 
made  up  by  subscribers  of  different  societies;  which,  after  being  con- 
sidered, the  same  Friends  are  continued  with  John  Parry,  Samuel 
Shoemaker  (mason),  John  Conrad,  and  John  Jarrett  added  to  them  as  a 
committee,  to  have  the  oversight  of  such  schools  as  may  be  properly 
under  the  notice  of  this  meeting.*^ 

And  again  in  1783  that, 

The  committee  on  schools  report  they  have  several  times  visited  the 
schools  of  Friends  belonging  to  this  meeting  since  their  appointment,  and 
that  there  appears  an  improvement  in  them,  they  having  drawn  up  an 


*^At  15th  and  Race  Streets,  Philadelphia. 

*^Pa.  Gazette,  No.  1261,  1753. 

*'Min.  Horsham  Prep.  Mtg.,  Vol.  i. 

*"See  pp.  I07f;   Horsham  Prep.  Mtg.,  i — 24 — 1772. 

"/Wd.,  12 — 24 — 1779. 


Assistance 
by  donations 


Report  on 
Horsham 
schools, 
1779 


Four  schools 
mentioned 


Rtiles  drawn 
for  the 
conduct  of 
schools 


ii6  Early  Quaker  Education  in  Pennsylvania 


Report 
made  to 
Horsham 
monthly  on 
schools 


Four  schools 

named; 

others, 

where  the 

houses 

belong  to 

Friends 


No  funds 
established 


Each  parti- 
cular meet- 
ing to  name 
its  own 
committee 


Three 
schools  in 
the  pre- 
paratives 


essay  of  rules  for  the  government  of  said  schools,  which  were  read  and 
approved  by  this  meeting.     .     .** 

From  1782  onwards  Horsham  was  a  regularly  constituted 
monthly  meeting.^  Almost  the  first  thing  performed  by  this 
newly  constituted  body  was  to  order  a  report  on  schools  which 
was  brought  into  the  monthly  meeting  in  1784,^  the  text  of 
which  is  reproduced  below. 

We,  the  committee  on  schools,  having  met  and  examined  into  the 
situation  of  such  within  the  compass  of  this  meeting  find  them  as  follows, 
viz. :  that  within  the  verge  of  Byberry  meeting  there  is  a  school  kept  in 
a  part  of  the  meeting  house  under  the  inspection  of  part  of  the  same 
committee,  by  Christopher  Smith,  a  member  of  our  society,  whose  num- 
ber of  scholars  are  about  thirty  at  10/  a  scholar,  per  quarter,  raised  by 
subscription;  also  another  school  taught  a  small  distance  from  said 
meeting  house  by  Isaac  Carver  in  his  own  house  who  formerly  was  a 
member  among  us,  to  which  some  Friends  send  their  children,  and 
within  the  compass  of  Horsham  Particular  Meeting  there  is  a  school 
taught  on  the  meeting  land  near  the  meeting  house  by  Byran  Fitz- 
patrick,  who  is  not  a  member,  the  number  of  scholars  about  twenty-five 
at  10/  a  scholar  per  quarter;  'there  is  also  one  other  schoolhouse  built 
by  Friends  on  a  piece  of  land  given  for  a  term  of  years  for  that  purpose 
in  which  there  is  no  school  kept  at  present.  There  are  several  other 
schools  within  the  compass  of  said  meeting,  the  houses  of  which  are  the 
property  of  Friends  and  others  to  which  some  Friends  send  their  children. 
There  are  no  funds  belonging  to  any  of  the  aforesaid  schools,  but  there  is 
a  donation  left  to  Horsham  Particular  Meeting,  which  if  it  were  not  for 
some  circumstances  attending  it,  might  be  of  an  advantage  in  establish- 
ing schools  within  the  limits  of  that  meeting  which  we  think  demands  the 
attention  of  this  meeting. 

Signed  on  behalf  of  the  committee  by 

Daniel  Thomas. 

After  this  there  was  no  report  for  nearly  two  years,  when 
the  meeting,  taking  cognizance  of  the  fact,  urged  all  the 
preparatives  to  appoint  individual  committees  of  their  own 
to  attend  to  school  affairs.  In  1787  the  committee  of  the 
monthly  meeting  made  report  that  within  the  compass  of  the 
monthly  meeting  there  were  three  schools  under  the  care  of 
the  preparative  meetings,  in  all  of  which  the  masters  were 
members  of  the  society  of  Friends.^ 

^''Horsham  Prep.,  Mtg.  i — 24 — 1783 ;  (the  rules  are  quite  similar  to  those 
proposed  for  the  Philadelphia  schools,  which  are  mentioned  on  pp.  1833.). 
"Horsham  Mo.  Mtg.  Vol.  I,  first  page. 
^Ibid.,  4—28—1784. 
^Ibid.,  5— I— 1787. 


Schools  in  Montgomery  County 


117 


The  value  of  the  organization  of  meetings  for  getting 
something  accomplished  can  hardly  be  overestimated.  The 
directing  power  of  the  quarterly  meeting  must  have  often 
been  the  cause  which  produced  a  conscious  activity  in  the 
lower  meetings.  The  quarterly  meetings  were  at  all  times 
feeling  the  educational  pulse  of  their  constituents  and  making 
suggestions,  requiring  reports,  etc.,  which  did  not  fail  to  keep 
up  the  local  interest.  The  quarterly  meeting  at  Abington 
in  1792  made  the  following  suggestions: 

At  a  quarterly  meeting  held  at  Abington,  November  8,  1792,  the 
subject  of  schools  coming  under  consideration,  it  is  thought  expedient 
that  the  meetings  be  earnestly  requested  to  take  that  matter  into  solid 
consideration  and  send  up  in  their  reports  next  quarter  how  far  the 
advice  of  the  yearly  meeting  has  been  complied  with  in  that  respect. 
The  clerk  is  requested  to  furnish  each  member  with  a  copy  of  this 
minute  extracted  from  the  minutes  of  the  quarterly  meeting. 

Nathan  Cleaver,  Clerk. 


Value  of 
the  organi- 
zation 
cited 


The  clerk  is  directed  to  furnish  the  preparatives  with  a  copy  of  the 
above  minute,  and  they  are  desired  to  inform  this  meeting  of  their  situa- 
tion in  the  above  respects.^ 

The  report  of  the  monthly  meeting  in  1792  indicates  that 
that  meeting's  concern  for  the  education  of  the  poor  was 
comparable  to  others  mentioned;  they  state  that  all  of  the 
children  "partake  of  learning  freely"  and  their  and  other 
Friends'  children  "are  placed  among  Friends"  as  apprentices. 

The  earHest  Quaker  settlements  in  Warrington  were  in 
1735,"  and  their  first  meetings  for  worship  were  held  with  the 
Friends  at  Newberry.  Warrington  Preparative  Meeting  was 
organized  in  1745  ;^^  while  the  monthly  meeting  records  date 
to  1747.^*  For  nearly  thirty  years  there  is  no  notice  in  the 
records  concerned  with  education,  saving  those  which  refer  to 
the  settling  of  youths'  meetings.  Those  were  very  frequent.*"^ 
The  report  on  the  youths'  meetings  in  1779  was  as  follows: 

Some  of  the  Friends  appointed  to  attend  the  Youths'  Meeting  report 
that  four  of  them  attended  it  and  gave  it  as  their  sense  that  it  was  a  good 


"Horsham  Prep.  Mtg.,  11 — 28 — 1792. 
"Prowell's  Hist.,  I,  1084. 

*» Warrington  Mo.  Mtg.  Min.,  Vol.  I. 
«">/&«/.,  4—20—1754,  44;    12— 12— 1761,  44; 


The  poor 
educated; 
1792 


Warrington 


Youths' 
meetings 


i— 7— 1779.  45,  etc. 


ii8 


Early  Quaker  Education  in  Pennsylvania 


Committees 
of  men  and 
women 
named  on 
schools 


No  progress 

reported 

1780 


meeting,  and  that  if  it  should  be  as  well  attended  in  the  future,  it  might 
be  of  use.*^ 

Three  years  later,  1782,  it  was  considered  necessary  to 
leave  off  holding  the  youths'  meetings,  for  what  reasons  it  is 
not  known,  but  on  a  protest  from  some  members  it  was  con- 
cluded that  it  might  be  continued  for  at  least  another  meet- 
ing. ^^  In  1778  the  yearly  meeting  extract  was  received,  in 
which  the  establishment  of  schools  was  recommended;  com- 
mittees of  both  men  and  women  were  at  once  named  for  the 
service  and  desired  to  report.^  In  the  year  following,  the 
report  was  made  on  the  part  of  Warrington  Preparative 
Meeting : 

Warrington  Meeting  informs  us  that  they  have  made  choice  of 
William  Underwood,  Peter  Cleaver,  Benjamin  Walker,  and  Joseph 
Elgar  for  trustees  and  overseers  of  a  school,  with  which  this  meeting 
concurs.** 

The  trustees  thus  appointed,  it  seems,  were  not  so  success- 
ful as  might  have  been  desired,  if  we  may  judge  by  their 
report  made  in  1780. 

William  Underwood,  on  behalf  of  the  committee  appointed  to  have 
under  their  care  and  labor  to  promote  the  education  of  the  youth,  as  well 
as  a  reformation  with  that  respect  to  other  deficiencies  in  our  society, 
informed  this  meeting  that  they  have  several  times  met  and  conferred 
together  on  the  occasion,  but  have  not  proceeded  any  further  in  that 
service,  neither  have  any  prospect  at  this  time  of  proceeding  therein, 
etc.6* 

The  tone  of  the  next  report  of  1782  is  more  encouraging. 

The  Friends  appointed  to  the  care  of  schools  report  they  have  made 
some  progress  therein,  some  of  them  having  attended  each  of  our 
preparative  meetings  and  endeavored  to  encourage  Friends  in  setting 
up  of  schools  agreeable  to  the  intention  of  the  Yearly  Meeting  and  find 
there  is  a  willingness  in  the  minds  of  Friends  to  endeavor  to  have  schools 
set  up  amongst  us  agreeable  thereto,  as  nearly  as  the  circumstances  of 
the  several  Meetings  will  admit  of.  They  are  continued  and  desired  to 
assist  where  there  may  be  occasions  and  report  to  this  Meeting  in  the 
third  month  next.'* 


1  Warrington  Mo.  Mtg.  Min.,  Vol.  I,  11 — 13 — 1779,  45. 

^Ibid.,  I — 12 — 1782,  46. 

^Ibid.,  I — 10 — 1778,  46. 

*Ibid.,  9 — II — 1779,  46f. 

Ubid.,  8— 12— 1780,  46f. 

^Ibid.,  I — 12 — 1782,  47. 


Schools  in  Montgomery  County 


119 


In  1784  it  was  reported  that  the  committee  had  attended 
at  York  and  that  there  appeared  to  be  a  good  prospect  for  a 
school  to  be  established  there  according  to  the  desires 
expressed  in  the  yearly  meeting's  advices.^^  It  was  also 
stated  that  some  provision  was  made  at  each  particular 
meeting  for  the  same,  and  it  was  expected  a  particular  report 
would  be  rendered  thereof .^^  This  report,  however,  did  not 
come  into  the  monthly  meeting  as  it  appears. 

The  conditions  at  York  seem  to  have  been  the  most  promis- 
ing as  presented  in  a  committee's  report  of  1784  which  is  here 
submitted : 

The  committee  appointed  to  promote  the  establishment  of  schools 
report  that  they  have  paid  some  attention  to  the  service;  most  of  them 
attended  a  meeting  at  York,  and  find  that  Friends  there  have  a  house 
nearly  finished  and  have  entered  into  some  subscriptions  .to  encourage 
such  a  school,  of  which  it  is  agreed  that  the  Quarterly  Meeting  be 
informed,  as  well  as  of  houses  being  built  for  that  pvirpose  at  Newbury 
and  Warrington,  and  that  the  committee  be  released  from  the  service.*' 

The  statements  of  the  monthly  meeting  in  the  above  report 
are  corroborated  by  a  later  report  of  the  Warrington  and 
Fairfax  Quarterly,  which  was  made  a  few  months  later, 
though  it  appears  the  schoolhouse  at  Warrington  was  not  yet 
completed.'"' 

The  progress  that  had  been  made  by  Westland  Monthly 
Meeting''^  is  indicated  by  the  following  report  of  that  date : 

The  minutes  of  the  school  committee  for  several  seasons  past  being 
read,  and  they  have  proposed  a  reappointment,  William  Wilson,  Mat- 
thew Heald,  Jonas  Cattell,  William  Dixon,  Joshua  Dixon,  and  Eleazar 
Brown  are  appointed  to  have  the  general  care  of  schools  and  admission 
of  Tutors.  And  it  appears  requisite  that  a  few  Friends  be  appointed  by 
each  Preparative  Meeting  to  have  the  immediate  oversight  of  the  school 
or  schools  within  the  limits  of  such  meetings;  said  committee  to  unite 
and  confer  together  as  they  see  occasion,  and  the  clerk  is  desired  to 
notify  each  preparative  meeting  by  a  copy  of  this  Minute.'" 


School  to 
be  at  York 


Schoolhouse 
at  York; 
subscrip- 
tions started 


Same  state- 
ment by 
quarterly 
meeting 


•"Warrington  No.  Mtg,  Min.,  i — 10 — 1784,  47. 
««/Wd.,  3— 13— 1784.  47- 
"/Wd.,  5—8—1784,  47. 

^"Min.  Warrington  and  Fairfax  Q.  Mtg,,  9 — 20 — 1784,  i75f. 
^iRecords  of  Westland  Mo.  Mtg.  Washington  Coimty  are  foimd  in  the 
collections  of  the  Genealogical  Society  of  Pennsylvania. 
"Min.  Westland  Mo.  Mtg.,  12 — 26 — 1789,  49. 


I20 


Early  Quaker  Education  in  Pennsylvania 


Later 
reports 
still 
indefinite 


A  still  later  report  of  1797  is  no  more  definite  than  the 
former;  this  is  very  generally  characteristic  of  the  reports, 
and  even  at  a  late  date  when  other  meetings  were  making 
very  definite  ones,  indicates  that  a  very  unsatisfactory  state 
existed  in  the  schools  of  Westland.  Many  other  reports 
examined,  which  were  sent  in  before  the  committee,  of  the 
century,  made  no  improvement  in  regard  to  definiteness. 


SUMMARY 

The  schools  in  the  limits  of  Abington,  Gwynedd,  Horsham, 

The  Warrington,  and  Westland  meetings  are  discussed  in  this 

meetings  chapter. 

Probably  the  first  schoolmaster  at  Abington,  who  was  con- 

Abington  nected  with  a  regularly  established  school,  was  Jacob  Taylor. 

Land  for  the  meeting  and  school  uses  was  deeded  by  John 
Barnes  in  1696,  and  a  meeting  house  built  by  1700.  Assist- 
ance was  also  afforded  by  a  legacy  granted  by  William  Carter 
for  educating  poor  children.  Such  funds  were  in  charge  of, 
and  expended  by,  trustees  appointed  for  that  purpose. 
Fox's  and  Crisp's  Primers  are  mentioned  for  use  in  the  schools. 
Mention  is  made  of  a  schoolhouse  near  Gwynedd  in  1721, 

Gwynedd  but  no  records  of  the  school  are  discovered.     Marmaduke 

Pardo,  an  experienced  teacher,  came  to  Gwynedd  from  Wales, 
and  being  well  recommended  as  such,  it  is  likely  that  he  was 
employed  in  school  teaching ;  but  nothing  explicit  to  that 
effect  is  found.  Late  in  the  century  Joseph  Foulke  states  he 
attended  school  in  Gwynedd.  A  schoolhouse  at  Morristown 
is  mentioned  in  1766.  Committees  on  schools  and  funds 
followed  the  procedure  noticed  in  other  meetings.  School 
land,  schoolhouse  funds,  and  a  house  for  a  master  were  pro- 
vided in  Montgomery  township  in  1793.  Another  school  in 
the  compass  of  Plymouth  is  mentioned,  and  another  one, 
"adjoining  the  meeting  house  at  Plymouth."  Other  tem- 
porary schools,  used  under  varying  circumstances,  are  said  to 
be  maintained.  Merion  and  the  Valley  do  not  appear  to 
have  met  the  yearly  meeting's  requirements  in  any  way. 
No  explicit  mention  is  made  of  a  school  at  Horsham  in  the 

Horsham  early  minutes,  but  the  advertisement  for  a  teacher  in  1753 

indicates  they  were  supplied  with  a  school.     A  report  of 


Morristown 
schoolhouse 
mentioned 


Three 

regular 

schools 


Schools  in  Montgomery  County 


121 


Horsham  Preparative  in  1729  mentions  four  schools,  kept 
"nearly  agreeable  to  direction."  In  1783  a  list  of  rules  was 
adopted  for  their  government.  Each  preparative  meeting 
was  directed  in  1787  to  have  its  own  committee  on  schools. 

Judging  from  the  minutes  of  their  transactions,  the  schools 
of  Warrington  and  Westland  meetings  seem  to  have  been 
organized  and  carried  on  in  a  very  desultory  fashion.  Those 
at  York  and  Warrington  were  the  best  situated.  There  were 
probably  as  many  as  twelve  regidarly  established  schools  in 
the  above  meetings  by  the  end  of  the  century. 


Warrington 
Westland 

Probably 

twelve 

r^vdarly 

established 

schools 


CHAPTER  VII 
SCHOOLS  OF   CHESTER   COUNTY 


The 

meetings 

considered 


Kennett 


Early  care 
for  children 


The  several  monthly  meetings,  which  are  discussed  in  this 
chapter,  were,  for  the  period  of  this  study  (before  1800) 
members  of  Chester  (or  Concord  Quarterly)  Meeting,  until 
the  establishment  of  Western  Quarterly  Meeting  in  1758,^ 
when  a  nimiber  of  them  were  included  in  that  quarter.  In 
1800  a  new  Quarterly  Meeting  (Cain)  was  established  from 
those  formerly  constituting  Western  Quarterly.^  The 
monthly  meetings  with  which  we  are  to  deal,  the  dates  of  their 
establishment,  and  the  order  of  their  presentation  here,  are  as 
follows:  (i)  Kennett,  known  as  Newark  till  1760,  1686,  or 
before;  (2)  New  Garden,  set  off  from  Kennett  in  17 18;  (3) 
Goshen,  set  off  from  Chester,  1722;  (4)  Bradford,  1737;  (5) 
Uwchlan,  set  off  from  Goshen,  1763;  (6)  London  Grove,  set 
off  from  New  Garden,  1792.^  Those  just  named  were  situated 
within  the  limits  of  present  Chester  County.'*  The  last 
meeting  to  be  considered  in  this  chapter,  (7)  Sadsbury, 
established  in  1737,  was  situated  in  Lancaster  County.^ 

In  the  records  of  Kennett  (Newark)  Meeting,  the  writer 
has  been  unable  to  find  any  early  explicit  reference  to  educa- 
tion. Among  the  early  references  to  children,  are  the  minutes 
of  1 7 15  in  regard  to  those  of  the  widow  Howard  at  the  time 
of  her  remarriage.^  The  meeting  appointed  a  committee  to 
look  after  the  affairs  of  her  children  to  see  that  the  will  of 
the  deceased  father  was  entirely  complied  with.  Again  in 
1727  the  meeting  appointed  a  committee  to  see  that  the 


'Min.  Western  Q.  Mtg.  I,  i  (Deposited  at  West  Grove);  Bunting,  55. 
"Min.  Cahi  Q.  Mtg.,  I,  i;   Bunting,  48. 

'Bunting,  59,  62,  43,  51,  52,  and  61,  respectively;  also  first  volume 
of  records  for  each  meeting. 
*See  map. 
'Bunting,  49. 
*Min.  Kennett  Mo.  Mtg.,  11 — 7 — 1715,  28. 

(122) 


Schools  in  Chester  County 


123 


provision  for  the  orphan  children  be  fulfilled  before  allowing 
•the  widow  to  remarry.'  These  two  cases  serve  to  point  out 
that  an  early  care  and  interest  in  the  affairs  of  children  was 
manifested  on  the  part  of  the  meeting. 

Local  historians  have  very  little  to  offer  in  the  way  of  clews 
to  the  education  of  the  Quakers  in  the  last  part  of  the 
seventeenth  and  early  eighteenth  century,  though  they  all 
agree  that  the  Quakers  furnished  the  foimdations  of  educa- 
tion, and  it  was  begun  very  early,  even  from  the  first  establish- 
ment in  the  various  counties.*  Some  of  the  early  schools 
have  already  been  discussed,  in  cases  where  it  was  possible  to 
state  the  earliest  beginnings.' 

In  1777  those  who  had  attended  the  Western  Quarterly 
Meeting  reported  they  had  received  the  recommendations  of 
the  yearly  meeting  requiring  the  monthly  meetings  to  have 
particular  charge  of  the  education  of  the  children,  with 
especial  reference  to  the  employment  of  schoolmasters  who 
were  Friends.*"  The  same  concern  being  mentioned  a  month 
later,  with  emphasis  on  the  school  education,  a  committee  of 
six  Friends  was  appointed  to  join  with  a  committee  of  the 
quarterly  meeting  to  confer  on  the  matter."  In  1779,  their 
action  appears  to  be  just  a  little  more  definite,  but  from  the 
records  it  is  difficult  to  say  whether  it  meant  very  much  or 
not ;   the  minutes  at  that  time  stated : 

John  Way,  John  Marshall,  James  Bennett,  Caleb  Pierce,  David 
Greame,  Samuel  Nichols,  and  Thomas  Carlton,  Jr.,  are  appointed  to 
unit  together  and  endeavor  to  promote  such  schools  as  (are)  recom- 
mended." 

From  that  date  (1779)  to  1781,  there  appears  no  comment 
on  the  subject,  save  the  usual  periodic  announcements  that 
the  Advices  of  the  Yearly  Meeting  "have  been  regularly 
received."     In  1781,  however, 

Caleb  Pierce  on  behalf  of  the  committee  on  schools,  reports  there  is  a 
school  made  up  by  some  of  the  members  of  this,  Bradford,  and  New 


"Min.  Kennett  Mo.  Mtg.,  12— 3— 1727,  188. 

*Futhey  &  Cope,  Hist.  Chester  Co.,  302f;   Jordan,  Hist.  Del.  Co.,  II, 
423ff. 

•See  page  42,  Philadelphia  107,  Abington  154,  Darby. 
lOMin.  Kennett  Mo.  Mtg.,  12 — 11 — 1777,  625. 
"/Wd.,  I— 15— 1778,  626. 
^Ibid.,  I— 14— 1779,  658. 


Local  his- 
tory credits 
Quakers 
with  furnish- 
ing the 
foundation 
of  schools 


Yearly 
recommen- 
dations 
received 


School  com- 
mittee '^S] 
appointed 


Union  school 
of  Kennett, 
Bradford, 
and  New 
Garden 


124 


Early  Quaker  Education  in  Pennsylvania 


The  school 
discontinued 


New  com- 
mittee has 
more  specific 
duties 


Several 
schools 
reported; 
some 

according  to 
demand  of 
yearly 
meeting 


Garden  monthly  meetings;  John  Parker  and  Caleb  Pierce  are  appointed 
to  join  with  the  Friends  of  those  meetings  in  the  oversight  thereof,  and 
report  to  this  meeting  when  necessary." 

In  the  seventh  month  thereafter,  in  the  same  year,  John 
Parker  reported  that  the  school  which  he  and  Caleb  Pierce 
had  been  appointed  to  oversee  was  discontinued.^^  They 
were  released  from  their  service  in  the  care  of  schools.  The 
former  committee  on  that  subject,  appointed  in  1779,  seems, 
however,  from  the  minute  of  the  tenth  month,  1781,  to  have 
been  continued  as  a  standing  committee  on  the  subject. ^^ 
The  following  extract  implies  that  the  committee  of  1779 
was  replaced  by  another  which,  by  the  way,  had  more 
specifically  named  duties.  The  implication  of  the  minute  is 
that  there  were  at  least  two  schools,  perhaps  more. 

The  concern  for  the  promotion  of  schools,  under  the  directions  of 
Friends  revived,  Samuel  Harlan,  John  Way,  Aaron  Hollingsworth, — 
John  Swain,  Amos  Harvey,  Samuel  Pennock,  and  James  Jackson  are 
appointed  to  have  the  care  and  oversight  of  schools,  also  promote  the 
establishment  of  schools  where  there  is  yet  want  of  assistance,  and 
report  to  this  meeting  when  necessary.^' 

In  the  same  year  it  was  also  recommended  to  the  prepara- 
tive meetings  that  each  appoint  a  committee  of  their  own  to 
represent  them  and  act  with  the  committee  of  the  monthly 
meeting  in  the  concern  of  schools.^'^  The  intervening  years, 
from  1783  to  1785,  offer  nothing  beyond  the  usual  general 
reports  concerning  the  appointment  of  committees  and  the 
like.     In  1785,  the  committee  on  schools  produced  this  report : 

We  have  lately  had  a  conference  on  the  subject,  and  do  find  that  there 
are  several  schools  in  the  compass  of  otu*  monthly  meeting,  kept  by 
Friends  and  under  the  care  of  this  committee,  and  may  inform  that  they 
are  kept  to  a  good  degree  of  satisfaction,  yet  there  are  some  that  employ 
teachers,  not  members  of  our  society,  without  the  advice  of  the  commit- 
tee or  the  monthly  meeting.  We,  likewise,  agree  to  lay  before  the 
monthly  meeting  the  reappointment  of  a  committee  for  this  service  in 
future  as  the  members  of  this  committee  have  been  long  on  the  appoint- 
ment and  desire  to  be  released,  which  we  submit  to  the  meeting.  Signed 
— ^John  Way  (and  five  others)." 


"Min.  Kennett  Mo.  Mtg.,  2 — 15 — 1781,  730. 
^*Ibid.,  7 — 12 — 1781,  741.  ^^Ibtd.,  10 — II — 1781,  746. 

i«7Wd.,  9— II— 1783,  787.  ^Ubid.,  5— 13— 1783,  795- 

"7Wd.,  5— 12— 1785,  814. 


Schools  in  Chester  County 


125 


The  answer  to  the  fifth  query  of  the  same  year  likewise 
informs  us  that  care  has  been  taken  in  the  education  of  the 
poor  children,  and  Friends'  children  "are  generally  placed 
among  Friends."^® 

The  request  for  the  appointment  of  a  new  committee  on 
schools,  made  by  the  old  committee,  does  not  seem  to  have 
received  consideration  till  1788  In  the  meantime  we  must 
assume  that  the  old  committee  continued  to  serve,  since 
occasional  reports  were  sent  in.  The  men  appointed  on  the 
new  committee  were:  Jacob  Greave,  Samuel  Nichols,  Amos 
Harvey,  Samuel  Harlan,  Moses  Pennock,  Robert  Lamboum, 
Jr.,  Christopher  Hollingsworth,  John  Way,  and  William 
Phillips,  Jr.2°  In  1790  the  monthly  meeting  ordered  a 
special  committee  to  recommend  a  deeper  educational  con- 
cern to  the  particular  meetings.^^ 

The  desired  results,  in  the  shape  of  a  more  perfected 
organization  and  permanent  foimdation  to  be  provided  for 
schools,  did  not  come  imtil  about  1792  and  thereafter.  In 
that  year,  the  committee  reported  its  past  activity  in  respect 
to  schools  established,  and  made  certain  valuable  suggestions 
to  guide  future  action,  as  the  following  extract  witnesses: 

The  committee,  appointed  at  last  meeting,  report:  We,  the  com- 
mittee appointed  by  the  monthly  meeting  at  the  request  of  Kennett 
Preparative  Meeting,  respecting  the  estabUshment  of  schools  within  the 
verge  thereof,  agree  to  report,  we  have  attended  thereto,  and  find  they 
have  purchased  a  piece  of  grotmd,  with  the  approbation  of  the  commit- 
tee of  this  meeting,  of  Abraham  Taylor,  about  two  miles  and  a  half 
westemly  from  Kennett  Meeting  House,  adjoining  the  public  road, 
leading  to  Nottingham,  and  obtained  his  conveyance  to  Jacob  Pierce, 
Samuel  Pennock,  Townsend  Lamboum,  Thomas  Pierce,  William  Parker, 
and  David  Pierce,  trustees  for  the  same,  meted  and  bounded  as  men- 
tioned in  the  said  conveyance  and  recorded  ....  and  as  it  appears 
to  us  necessary  in  order  for  a  fixed  object  whereon  to  lay  a  fovmdation  for 
establishing  a  fund  agreeable  to  the  Yearly  Meeting,  that  the  monthly 
meeting  should  appoint  some  Friends  as  trustees  to  have  the  care  of  the 
said  school,  and  that  it  should  have  a  name  to  be  distinguished  by;  we 
therefore  propose  it  to  be  called  by  the  name  "Number  One,"  within  the 
verge  of  Kennett  Preparative  Meeting.  We  have  likewise  agreed  on 
some  general  rules  to  be  observed  by  the  scholars  of  the  said  school. 


New  school 

committee 

appointed 


Ground 
purchased 


Rules 

adopted  for 
the  school 


"Min.  Kennett  Mo.  Mtg.,  8— 11— 1785,  820. 
"/Wd.,  2— 14— 1788,  874. 
^Ibid.,  I — 14 — 1790,  914. 


126  Early  Quaker  Education  in  Pennsylvania 


Summary  of 
committee's 
report 


Signed  by  Caleb  Pierce,  Wm.  Lamboum,  Caleb  Kirk,  and  Jonathan 
Greave.     12 — 24 — 1790. 

The  above  report,  being  read,  is  agreed  to  be  further  con- 
sidered at  otir  next  meeting.^  Unfortunately  for  the  satis- 
faction of  our  curiosity  about  the  internal  organization  of  the 
schools,  the  rules  which  they  state  were  drawn  up  were  not 
incorporated  in  the  minutes  of  the  monthly  meeting.  They 
were  probably  similar,  however,  to  those  adopted  by  the 
Horsham  School  Committee  at  a  slightly  earlier  date.^' 

In  consideration  of  the  recommendations  made  in  the  above 
report,  the  meeting  assembled  in  the  seventh  month,  ap- 
pointed nine  of  their  members  as  trustees,  to  receive  all 
donations  for  the  purpose  of  schools.^^  About  a  year  there- 
after, a  report  signed  by  Joshua  Pusey  and  John  Jones  was 
submitted  by  the  monthly  meeting  to  the  quarterly  meeting, 
which  was  in  substantial  accord  with  all  that  had  already 
been  done.^^  It  may  be  well  to  summarize  briefly  their 
recommendations . 

1 .  We  have  considered  the  relative  situation  of  the  mem- 
bers in  our  compass. 

2.  The  affairs  of  education  have  not  yet  received  the 
attention  they  deserve. 

3.  We  find  several  school  houses  have  been  erected,  but 

4.  The  demands  made  by  the  yearly  meeting  are  not  met, 
therefore, 

5.  Friends  must  subscribe  funds,  either  in  monthly  or 
preparative  meetings. 

6.  The  fimds  must  be  available  for  application  for  meet- 
ings. Friends  are  so  scattered  and  few  that  they  cannot 
support  a  school  alone  and  have  been  forced  to  patronize 
"mixed  schools." 

7.  Those  laboring  under  difficulties  should  be  taught 
gratis,  or  at  least,  at  low  rates. 

In  1795  the  committee  on  schools  produced  a  plan  for 
subscriptions   to    a   permanent    school   fund,^*   which   was 


''"Min.  Kennett  Mo.  Mtg.,  i — 12 — 1792,  14. 
''Horsham  School  Com.  Minutes,  i — 27 — 1783. 
"Min.  Kennett  Mo.  Mtg.,  7 — 12 — 1792,  25. 
"^lUd.,  3— 14— 1793.  39- 
^^Ibid.,  2 — 12 — 1795,  83. 


Schools  in  Chester  County 


127 


referred  to  the  next  meeting.  A  report  was  then  made,  but 
it  was  thought  that  since  all  of  the  committee  had  not 
collaborated  it  should  be,  and  accordingly  was,  postponed  for 
the  time  being.  ^  In  the  fifth  month  a  report  was  made,  but 
still  some  changes  were  thought  to  be  necessary.^^ 

Not  until  the  twelfth  month  (1785)  was  the  report  finally 
produced,  which  is  given  below.  There  has  been  some  refer- 
ence made  by  local  historians  of  Chester  County,  stating  that 
Kennett  Monthly  Meeting  had  as  early  as  1787  provided  a 
plan  for  subscription  for  the  provision  of  permanent  funds.^^ 
The  rule  "nimiber  5,"  which  is  quoted  by  them,  is  exactly  the 
same  rule  as  the  fifth  one  which  is  mentioned  below.  The 
writer  has  found  no  such  reference  to  a  plan  for  fimds  at  the 
earlier  date  (1787).  It  seems  quite  probable  that  the  state- 
ment made  in  Mr.  Cope's  work  is  an  oversight,  perhaps  an 
error  in  setting  up  an  eight  in  place  of  a  nine.  The  entire  list 
of  nine  rules  is  given. 

I .  A  plan  for  raising  fund  for  the  benefit  of  schools  within  the  bounds 
of  Kennett  Monthly  Meeting,  whereby  Friends  may  have  an  oppor- 
tiinity  of  manifesting  their  benevolent  intentions  by  subscaibing  thereto. 

1st.  That  each  subscriber  to  this  plan  pay  at  the  time  of  subscrip- 
tion, or  give  his  or  her  note  to  the  treasiirer  or  clerk  of  the  trustees,  or 
their  successors  appointed  by  Kennett  Monthly  Meeting,  to  have  the 
care  of  this  fund,  for  a  sum  of  money  payable  at  any  time,  not  exceeding 
three  years  after  date,  with  the  interest  of  five  per  cent,  per  annum  paid 
annually  for  the  same. 

2d.  The  treasurer  shall  have  a  book  for  that  piupose,  and  keep  fair 
entries  of  all  money  due  and  received;  likewise  of  all  money  expended 
and  his  receipts  shall  be  a  svifficient  discharge  for  any  money  paid  to 
him  for  the  use  of  schools. 

3rd.  Whenever  the  treasurer  may  receive  any  new  subscription  or 
any  money  for  the  benefit  of  schools,  he  shall  report  the  same  at  the  next 
meeting  of  the  trustees  of  the  said  schools. 

4th.  When  the  trustees  receive  any  money  for  the  use  of  schools, 
they  shall  as  soon  as  they  can  conveniently  put  the  same  to  interest  upon 
good  security;  or  they  may  purchase  land  or  ground  rent  therewith  as 
shall  appear  best  for  the  time  being. 

5th.  The  trustees  shall,  as  soon  as  they  see  occasion,  apply  the 
interest  arising  from  this  fund  to  securing  the  schooling  of  the  children 


Question  of 
a  plan  for 
school  funds 
prior  to  1795 


Scheme  for 
ftmds 
reported 
in  1795 


"^Min  Kennett  Mo.  Mtg.,  4—16 — 1795,  88. 

^Hhid.,  5— 14— 1795.  91- 

"Futhey  &  Cope,  Hist.  Chester  Co.,  302. 


128  Early  Quaker  Edtication  in  Pennsylvania 


State  of 
schools  in 
1798 


New  Garden 


Care  for  the 
indigent 


of  such  poor  people,  whether  Friends  or  others,  as  live  within  the  verge 
of  the  aforesaid  monthly  meeting,  provided  such  children  comply  with 
their  rules. 

6th.  We  recommend  it  to  each  other  as  often  as  we  find  an  increase 
of  property  and  openness  of  heart  to  add  something  to  our  subscription 
whereby  it  is  hoped  the  monthly  meeting  may  in  time  be  enabled  more 
fully  to  comply  with  the  advice  of  the  Yearly  Meeting  in  1778,  respecting 
schools. 

7th.  As  a  variety  of  circtmistances  may  in  future  occur  which  the 
human  eye  can  not  foresee,  nor  understanding  conceive,  therefore  the 
trustees  shall  from  time  to  time  manage  this  fund  as  shall  appear  to  them 
best,  to  promote  the  welfare  of  the  said  schools  and  the  poor  thereunto 
belonging;  also  if  the  interest  may  be  to  spare,  they  may  assist  therewith 
in  keeping  the  schooUiouse  in  repair  and  in  paying  the  salaries  of  school- 
masters or  mistresses  within  the  verge  of  said  meeting,  provided  the 
principal  be  not  thereby  lessened. 

8th.  If  at  any  time  the  trustees  may  not  all  judge  alike  how  they 
ought  to  proceed  in  such  cases,  they  are  to  apply  to  the  aforesaid 
monthly  meeting  for  assistance. 

9th.  The  trustees  shall  from  time  to  time  be  accountable  to  the 
monthly  meeting  of  Kennett  for  their  management  of  this  fund,  as 
directed  in  the  minute  of  their  appointment.  Signed  by  order  of  Kennett 
Monthly  Meeting,  held  the  15th  of  the  12th  month,  1796.2'* 

The  condition  of  the  schools  in  Kennett  Monthly  Meeting 
was  made  known  in  1798  in  the  report  presented  by  Robert 
Lamboum  for  the  committee.  A  digest  of  that  report  is  as 
follows : 

1.  They  have  had  the  subject  "under  care." 

2.  There  are  two  schools  "within  their  compass." 

3.  The  town's  schools  are  taught  by  Friends'  members.^^ 

4.  They  are  under  the  charge  of  the  meeting's  committee. 

The  New  Garden  Meeting  in  1773  made  record  of  having 
placed  £4/11/9  in  the  hands  of  Jacob  Wright,  to  be  applied 
at  the  further  directions  of  the  meeting  to  the  placing  out  of 
poor  Friends'  children  or  the  relief  of  indigent  Friends.^^ 
Between  that  time  and  1778,  we  learn  no  more  of  this  edu- 
cational philanthropic  interest.  In  that  year  the  usual 
reminder  sent  out  by  the  yearly  meeting  came  to  them,  calling 


'"Min.  Kennett  Mo.  Mtg.,  12 — 15 — 1796,  146. 

31/Wd.,  8— 16— 1798,  199. 

'^Min.  New  Garden  Mo.  Mtg.,  3 — 6 — 1773,  174. 


Schools  in  Chester  County  129 

attention  to  educational  needs.^  A  committee  was  appointed 
which  stated  in  a  report,  1779,  "some  care  is  taken  therein, 
and  more  appearing  necessary,  they  are  continued."**  An 
extract  of  a  few  months  later  is  as  follows : 

The  committee  respecting  schools,  having  the  matter  under  care,  two      Two  schools- 
schools  being  under  their  notice,  and  another  proposed  to  be  established,      another  pro- 
they  are  continued  and  desired  to  report  when  necessary,  and  the  clerk      posed 
to  enter  the  substance  of  the  case  in  their  report.'* 

Following  the  report  of  1779,  which  showed  there  were 
two  schools  in  charge  of  the  meeting,  there  is  furnished  no 
further  information  imtil  1785.  In  the  third  month,  1785,  a 
large  committee  of  thirteen  members  was  appointed  to  take 
charge  of  the  "weighty  affairs"  recommended.'^  This  com- 
mittee produced  a  report  in  the  eighth  month  of  the  same 
year,  which  is  gratifying  in  that  it  is  more  substantial  than 
many  others  brought  in.     It  is  given  herewith. 

The  committee  in  the  care  of  schools  report  that  they  have  had  Report  of 
several  conferences  together  since  last  meeting,  and  are  of  the  mind  that  1785 
concern  for  the  right  education  of  our  youth  rather  increases  among 
Friends,  and  that  a  new  school  house  has  been  lately  built  near  Jeremiah 
Barnard's  on  a  small  piece  of  land  conveyed  by  him  for  that  purpose, 
which  account  is  satisfying  to  this  meeting.  The  committee  is  con- 
tinued for  further  service  and  desired  to  report  as  they  may  see  occasion.'? 

In  1786,  George  Gawthrop  and  Thomas  Richards  were 
added  to  the  committee.'*  From  the  first  to  the  fourth 
month  of  that  year,  the  committee  reported  they  had  visited 
one  school,'®  but  their  report  indicates  nothing  performed, 
more  than  the  visit.  Foiu*  months  later  it  is  reported  they 
had  attended  to  the  subject  of  schools  somewhat,  but  that  it 
still  required  much  greater  attention ;  and  they  were  advised 
to  meet  with  the  monthly  meeting's  clerk  that  he  might  pre- 
pare his  report  on  schools  for  the  quarterly  meeting.'*" 

Though  that  report  and  the  one  of  the  quarterl}-^  meeting 
really  tell  us  nothing,  we  are  better  rewarded  in  one  produced 
just  a  year  later,  which  points  plainly  to  some  of  the  difficul- 
ties the  early  school  trustees  had  to  face. 


"Min.  Kennett  Mo.  Mtg.,  6—6—1778,  388. 
^Ibid.,  5 — I — 1779,  22.  ^Ibid.,  8 — 7 — 1779,  34. 

w/Wd.,  3—5—1785,  234-  ^Ubid.,  8—6—1785,  256. 

"/&td.,  I— 7— 1786,  275.  <Hhid.,  8—5—1786,  312. 

"/Wd.,  4— I— 1786,  290. 


I30 


Early  Quaker  Education  in  Pennsylvania 


Report  of 
1787 


Mistresses 
employed  in 
summer; 
some  schools 
not  accord- 
ing to  advice 


Reqtiire- 
ments  for 
the  school 
at  New 
Garden 


Goshen 


The  committee  in  the  care  of  schools  reported  as  follows:  the  sub- 
stance whereof  the  clerk  is  directed  to  insert  in  our  report  of  the  quar- 
terly meeting. 

The  care  of  schools  has  been  under  our  care  and  attention  and  on 
conferring  together,  we  agree  to  report — under  the  present  circumstances 
of  things  amongst  us,  it  is  found  most  convenient  to  employ  mistresses, 
as  the  teachers  in  our  schools  most  generally  in  the  summer  season, 
several  of  which  are  now  under  the  care  of  Friends  to  pretty  good  satis- 
faction, and  we  hope  the  concern  is  in  a  reviving  way  amongst  us,  though 
there  are  discouragements  by  some  Friends  encouraging  or  promoting 
schools  taught  by  persons  not  agreeable  to  the  advice  of  the  society .^^ 

In  1794  William  Jackson  deeded  to  Joseph  Preston  and 
others  a  piece  of  ground  for  a  schoolhouse,*^  which  was  to  be 
in  trust  for  the  Friends'  meeting.  This  is  the  first  transfer 
of  ground  for  school  purposes  found  among  the  New  Garden 
Friends.  Among  the  stipulations  of  the  deed  are  the  follow- 
ing: 

1.  The  master  is  to  be  a  member  of  Friends. 

2 .  The  master  must  teach  according  to  the  rules  laid  down 
(presumably  by  the  school  trustees)  as  before  mentioned  in 
the  case  of  the  Horsham  School  Rules.^^ 

3.  The  purpose  stated  is  for  the  "promotion  of  piety  and 
good  order"  and  to  "propagate  useful  learning." 

On  12 — 2 — 1 70 1,  some  Friends  at  Goshen  applied  to  their 
quarterly  meeting  for  the  privilege  of  establishing  a  meeting 
for  worship,^  but  this  request  was  not  approved  until  the 
meeting  of  the  quarter  in  1703.^  In  1707  they  proposed 
building  a  house  for  worship  which  was  granted  by  the 
quarterly  meeting  in  the  twelfth  month.'*^  Their  monthly 
meeting,  as  stated  before,  was  not  established  until  1722.'*^ 
The  preparative  meetings  in  its  compass  were  Goshen,  New- 
town, and  Uwchlan.** 

Though  starting  at  a  much  later  date  as  a  monthly  meeting 
the  records  of  Goshen  are  in  some  ways  far  superior  to  many 


«Min.  Kennett  Mo.  Mtg.,  8 — 4 — 1787,  355. 

^'Deed  No.  88,  Chester  Co.  (the  deed  is  deposited  in  a  fireproof  at 
Orthodox  Meeting  House,  custody  of  Edgar  Haines,  West  Grove,  Pa.). 
^'Min.  Horsham  Sch.  Com.,  i — 27 — 1783. 
"Min.  Chester  Q.  Mtg.,  12 — 2 — 1701. 
^Ibid.,  9 — I — 1703. 
*^Ibid.,  12 — 2 — 1707. 
*'See  page  122. 
**See  first  book  of  Goshen  Mo.  Mtg.  Records. 


Schools  in  Chester  County 


131 


other  meetings.  In  the  first  place,  they  devoted  considerable 
attention  to  the  yearly  meetings'  proposals  of  1746  and  1750/' 
which  by  many  meetings  received  very  scant  attention.  The 
concrete  restdts  of  this  attention,  however,  do  not  stand  forth, 
as  reports  on  the  subjects  are  not  plentiful  till  the  "1778  era." 
In  that  year  of  all  years,  they  received  the  urgent  accounts 
from  the  yearly  meeting.^"  They  appear  to  have  gone  to 
work  at  once,  or  perhaps  had  already  begun,  as  a  committee 
in  the  care  of  schools  reported  in  the  sixth  month,  1779,  that 
"a  piece  of  ground  is  agreed  for  and  a  schoolhouse  is  now 
building  in  East  Bradford.  "^^  This  school  was  to  be  made 
up  from  the  Friends  of  Goshen,  Bradford,  and  Birmingham,^^ 
and  to  be  established  in  accord  with  the  stipulations  of  the 
yearly  meeting  aforesaid. °^  Goshen  Monthly  Meeting  was 
requested  to  name  some  Friend  to  receive  the  land  in  trust, 
and  Thomas  Hoopes,  Jr.,  was  accordingly  appointed  for  the 
purpose.^ 

In  1782,  the  present  school  committee,  deciding  that  some- 
thing should  be  done  concerning  the  regulation  of  schools, 
desired  an  addition  to  their  number,  those  added  being 
Abraham  Pratt,  WilHam  Lewis,  John  Mailin,  and  Josiah 
Hibberd.*^  Two  months  later  this  committee  brought  forth 
the  following  proposals,  which  are  self-explanatory. 

We  have  met  sundry  times  since  the  last  meeting  on  the  subject  and 
are  unanimous  in  judgment  that  it  will  be  convenient  for  Friends  to  have 
a  school  house  built  near  Jesse  Garrett's  smith  shop  on  the  east  side  of 
the  road  leading  from  the  valley  where  about  five  acres  may  be  pur- 
chased of  William  Garrett  and  William  Garrett,  Jr.,  in  order  to  erect 
a  school  house  on,  and  also  a  house  for  a  school  master,  which  we  request 
the  monthly  meeting  to  take  under  consideration;  and  if  they  approve 
thereof,  that  it  may  be  encouraged  by  a  subscription  amongst  Friends 
only,  and  to  be  established  on  the  plan  proposed  by  the  Yearly  Meeting 
and  subject  to  the  direction  of  the  monthly  meeting  from  time  to  time, 
to  remove  or  alter  as  they  may  see  cause,  or  time  may  show  to  be  neces- 
sary.    We  propose  the  house  to  be  twenty-seven  feet  square  from  out  to 


*'Advices  of  the  Yr.  Mtg.,  250. 
*<*Min.  Goshen  Mo.  Mtg.,  i — 8 — 1779. 
"/&«/.,  6 — II — 1779. 

**Futhey  and  Cope  mention  a  school  at  Birmingham  as  early  as  1753, 
Hist.  Chester  Co.,  302. 

^'Min.  Goshen  Mo.  Mtg.,  6 — 11 — 1779. 

^Ibid.,  I— II — 1782. 


A  school  in 
East  Brad- 
ford for 
Goshen, 
Bradford 
and  Bir- 
mingham 


Increased 
committee 
reported 
1782 


Land  to  be 
purchased 
for  school 
and  master's 
accommoda- 
tions 


132 


Early  Quaker  Ediication  in  Pennsylvania 


The  building 
and  cost 


Attempt  to 
bestir  the 
preparatives 


School  at 
WiUistown; 
master's 
house,  etc., 
proposed 


One  school 
the  property 
of  the 
monthly 
meeting 


out,  and  compute  the  expense  of  building  to  be  £150  exclusive  of  the  land 
which  will  be  £25,  which  we  submit  to  the  monthly  meeting.  Signed  in 
behalf  of  the  committee — Thomas  Hoopes,  Jr." 

Their  report  was  left  for  further  consideration. 

In  1784  a  drive  was  organized  on  the  preparative  meetings. 
The  monthly  meeting  received  a  visit  from  the  committee  of 
the  quarterly  meeting,  which  suggested  the  appointment  of  a 
large  committee  and  the  distribution  of  the  printed  advices 
of  the  yearly  meeting  of  1778,  to  be  read  before  each  of  the 
preparative  meetings.^'  In  conformity  with  this  suggestion, 
the  former  school  committee  was  released  and  a  new  one  of 
ten  members  appointed  as  a  standing  committee,  directed  to 
follow  out  the  previously  made  suggestions.^^  In  their  report 
issued  shortly  thereafter,  there  is  an  account  of  the  beginning 
of  a  school  in  Willistown,  which  is  as  the  following: 

The  committee  in  the  care  of  schools  report  that  a  school  is  kept  in 
the  new  house  built  in  Willistown  by  a  Friend,  and  endeavors  are  used 
to  have  it  conducted  as  near  as  may  be  to  the  directions  of  the  Yearly 
Meeting,  and  the  building  of  a  house  for  the  master  is  proposed  and  a 
considerable  sum  of  money  is  subscribed  towards  the  same,  provided  a 
sufficiency  can  in  like  manner  be  raised.^' 

Another  report  for  1785  gives  the  state  of  schools  for  that 
date. 

There  are  several  schools  in  the  verge  of  our  monthly  meeting,  kept  by 
members  of  our  society,  one  of  which  belongs  to  the  monthly  meeting, 
with  several  acres  of  land,  whereon  Friends  are  now  building  a  house  for 
a  master,  which  when  completed  there  will  be  a  small  fund  towards 
schooling  poor  children.^" 

The  chief  concern  to  which  the  committee  now  addressed 
itself  was  the  problem  as  to  how  they  might  establish  a  per- 
manent fund  for  the  schooling  of  poor  children  in  their  limits. 
For  this  problem  they  seem  to  have  found  a  satisfactory 
solution  for  the  time  being,  in  1786,  which  they  reported  to 
the  monthly  meeting  for  its  approval.  It  appears  to  have 
been  satisfactory  to  the  meeting  in  the  following  form,  the 


"Min.  Goshen  Mo.  Mtg.,  3 — 8 — 1782. 
"lUd.,  I — 9 — 1784. 

^'Ibid.,  8—6—1784. 
">Ibid.,  8—5—1785. 


Schools  in  Chester  County 


133 


essential  features  being  the  same  as  those  incorporated  in  the 
plans  of  meetings  already  mentioned. 

We,  the  subscribers,  do  hereby  promise  to  pay  unto  ....  treas- 
urer for  Friends'  schools,  within  the  compass  of  Goshen  Monthly 
Meeting,  or  to  other  Friends  as  may  be  from  time  to  time  appointed  by 
said  committee  to  that  service,  the  sum  of  money  severally  written 
against  our  names,  which  sums  are  so  subscribed  to  be  and  remain  a 
permanent  fund  tmder  the  care  of  and  direction  of  the  monthly  meeting's 
committee  of  the  people  called  Quakers,  held  at  Goshen  for  the  time 
being,  appointed  for  this  and  other  such  purposes  relative  to  schools,  to 
be  by  them  laid  out  in  such  manner  as  they  shall  from  time  to  time 
judge  most  conducive  to  securing  an  income  to  the  said  schools,  which 
income  or  annuity  so  arising  therefrom  to  be  applied  to  the  education  of 
such  children  as  live  within  the  compass  of  Goshen  Monthly  Meeting, 
whose  parents,  whether  Friends  or  others,  are  not  of  ability  to  pay  for  the 
same  and  other  such  purposes  as  a  majority  of  said  committee  shall  from 
time  to  time  direct,  consistent  with  the  object  of  the  institution.  Wit- 
ness our  hands — etc.*^ 

For  the  next  six  years  there  are  but  two  reports  worthy  of 
attention,  which  may  be  briefly  summarized  in  this  manner: 

1787 

1.  One  school,  iinder  the  monthly  meeting, 
a.  has  a  large  school  house,  and 

h.  a  dwelling  house  and  garden  for  a  master,  who 

c.  is  a  member  of  Friends 

d.  The  school  is  in  charge  of  a  standing  committee 

2.  Another  school  house,  whose 

a.  master  is  a  member  of  Friends,  but 

h.  the  house  is  not  Friends'  property.^^ 
1792 
I.     There  is  a  school  in  Williston 

a.  kept  by  a  member  of  Friends, 

b.  cared  for  by  a  standing  committee  of  the  monthly 

meeting, 

c.  much  in  accord  with  yearly  meeting's  demands. 

d.  There  has  been  no  increase  in  the  permanent  fund 

since  last  year.^ 
The  report  of  the  standing  monthly  meeting's  committee 
in  1795  notes  these  further  advances.     The  reference  to  the 


Goshen  plan 
for  establish- 
ing funds 


similar  to 
others 


The  state  of 
schools  in 
1787 


1792 


"Min.  Goshen  Mo.  Mtg.,  8 — 11- 
^Ihid.,  8— 10— 1787. 


-1786. 
^Ibid.,  7 — 6 — 1792. 


134 


Early  Quaker  Education  in  Pennsylvania 


1795 


One  school 
closed  tem- 
porarily 


Union  school 
of  1779 


purchase  of  ground  in  Willistown  would  lead  to  the  belief  that 
the  school  of  Willistown  mentioned  in  the  report  of  1792  was 
not  located  on  the  meeting's  property;  but  the  tenor  of  the 
report  of  1784  leaves  the  impression  that  the  "new  house" 
might  have  been  the  meeting's  property.^  The  report  of 
1795  is  as  follows: 

The  meeting's  committee  in  the  care  of  schools  report  that  they  have 
for  some  time  had  in  contemplation  the  establishment  of  another  school 
within  the  verge  of  the  monthly  meeting  to  be  conducted  agreeable  to 
the  advice  of  the  Yearly  Meeting,  and  have  so  far  proceeded  as  to  have 
piirchased  4)^  acres  of  land  of  Samuel  Thomas  in  Willistown,  which  is 
deeded  to  some  Friends  in  trust  for  the  use  and  benefit  of  Goshen 
Monthly  Meeting,  to  improve,  alter,  sell,  or  otherwise  as  the  meeting 
may  think  proper,  or  time  show  to  be  necessary;  therefore,  if  the 
monthly  meeting  unites  with  our  proceedings,  we  desire  they  may  take 
the  same  under  their  patronage.^ 

In  1796  the  school  at  Goshen  was  apparently  closed  for 
several  months,  though  the  reference  made  to  this  fact  may 
have  been  to  one  at  Willistown  f^  exactly  which  one  can  not 
be  deciphered  from  the  minutes.  In  1797  the  committee 
reported  a  house  had  been  built  on  the  ground  lately  pur- 
chased (prestimably  that  mentioned  in  the  report  of  1795)®^ 
and  a  school  was  being  kept  therein,  according  to  the  advices 
in  all  respects,  save  the  m.embership  of  the  master  being  out- 
side of  Friends.^*  "The  other  school"  was  taught  by  a 
member,  and  was  very  much  as  might  be  desired  in  all 
respects.^^  One  of  the  schools  (not  clear  which  one)  became 
vacant  again  for  a  short  time  in  1798.'''' 

What  became  of  the  school  established  about  1779  b}'' 
Bradford,  Goshen,  and  Birmingham ^^  is  not  made  clear  by 
Goshen  records.  It  is  probable  that  when  the  two  schools 
at  Willistown  and  Goshen  came  under  their  direction,  they 
ceased  to  have  any  further  connection  with  the  earlier  one  in 
East  Bradford.     Further  mention  will  be  made  of  the  East 


^—10—1795. 


^■•See  page  132. 

**Min.  Goshen  Mo.  Mtg.,  4- 

^Hbid.,  8—5—1796. 

^''Seepage  132. 

88Min.  Goshen  Mo.  Mtg.,  8 — 11 — 1797. 

^Hbid. 

'«/6id.,  8— 10— 1798. 

"Seepage  131. 


Schools  in  Chester  County 


135 


Bradford  school  in  the  material  presented  for  that  monthly- 
meeting,  in  the  pages  just  foUowinp.  It  may  be  only  briefly 
mentioned  in  this  connection  that  in  1797  the  Goshen  meeting 
appointed  a  committee  to  secure  subscriptions  for  the  yearly 
meeting's  boarding  school  which  had  been  proposed  in 
1794,'^  and  was  opened  for  students  in  1799." 

Some  meetings  for  worship  by  the  Friends  in  the  district, 
later  to  be  known  as  Bradford  Meeting,  were  held  as  early  as 
1719,^*  and  regular  meetings  for  worship  were  established  in 
1725.''^  Not  until  1737,  however,  had  they  become  of  suffi- 
cient importance  to  warrant  the  establishment  of  a  monthly 
meeting.^^ 

In  1762  Bradford's  minutes  refer  to  settling  the  affairs  and 
providing  for  the  support  and  the  education  of  the  children.^' 
It  was  proposed  that  application  be  made  to  the  next  court 

that  those  under  indenture  to might  be  bound  out  so 

as  to  have  a  Christian  education,  and  to  enable  them  "to 
acquire  a  livelihood  with  reputation. "''*     It  is  implied  that  the 

Mr.  had  not  provided  for  them  properly    in    those 

respects.  In  1765  fourteen  epistles  were  received  and  directed 
to  be  read  in  each  of  the  preparative  meetings  (Bradford  and 
Caln).'^  Though  no  school  is  mentioned  at  these  early  dates, 
there  seems  to  be  no  doubt  that  schools  were  in  operation, 
perhaps  a  sort  of  family  school.  This  brief  extract  would 
indicate  that  the  above  assiunption  is  not  without  foundation : 

Two  of  the  Friends  appointed  report  they  had  an  opportunity  with 
Benjamin  Fans  respecting  schooling  of  Isaac  Few,  and  that  he  informed 
them  that  he  would  tmdertake  to  school  him  for  the  term  of  one  year, 
for  the  sum  of  £25,  which  proposal  the  meeting  complies  with  and  agrees 
to  pay  the  half.'" 

The  cost  of  this  schooling  was  paid  by  the  two  preparative 
meetings  which  produced  their  quotas  four  months  later. *^ 


"See  page  73f . 

"Min.  Goshen  Mo.  Mtg.,  i — 6 — 1797. 

^*Min.  Chester  Q.  Mtg.,  9 — 9 — 17 19. 

"/6td.,  3 — 10 — 1725. 

^*See  page  122;   also  Bunting,  51. 

"Min.  Bradford  Mo.  Mtg.,  6— 18— 1762. 

''^Ihid.,  12 — 13 — 1765. 
*'>Ibid.,  4 — 7 — 1767. 
^Ibid.,  8— 14— 1767. 


Bradford 

meeting 

established 


136 


Early  Quaker  Education  in  Pennsylvania 


Three 

schools 

established; 

a  committee 

to  assist  in 

establishing 

others 


Thenceforward,  till  1778,  nothing  of  note  is  recorded,  save 
occasional  notices  of  the  education  of  the  youth. 
The  year  1778  produced  the  following  minute: 

The  extracts  of  last  Yearly  Meeting  were  produced  here  and  read, 
containing  much  seasonable  advice  and  instruction  which  is  recom- 
mended to  the  solid  consideration  and  observation  of  individuals;  in 
particular,  that  of  encouragement  of  proper  schools  for  the  instruction 
of  youth  in  useful  learning.^ 

Like  an  electric  current  suddenly  shunted  into  the  circuit, 
these  extracts  of  1777  and  1778  seemed  to  increase  the  voltage 
in  the  wires  of  the  organization,  producing  a  general  hum  of 
activity.  A  committee,  immediately  appointed,  reported  in 
1779  they  had  considered  the  situation,^  and  in  1780  pro- 
duced the  report  which  is  given  below.  As  will  be  noted, 
their  report  mentions  the  "Union  School"  of  Goshen,  East 
Bradford  and  Birmingham,  which  has  already  received  some 
consideration  in  the  case  of  Goshen.^ 

We,  the  committee  appointed  in  the  care  of  schools,  report  that  most 
of  us  attended  to  the  appointment  and  have  several  times  met  and  con- 
ferred together  and  have  given  our  assistance  toward  the  settling  of  a 
school  between  Goshen,  Bradford,  and  Birmingham  Preparative  Meet- 
ing in  a  new  schoolhouse  built  by  Friends;  one  at  East  Bradford  in  the 
old  schoolhouse  near  the  meeting  house;  one  at  East  Cain  kept  at  the 
meeting  house  at  present,  agreed  to  be  under  the  direction  of  Friends 
nearly  agreeable  to  the  Advices  of  the  Yearly  Meeting;  and  we  think  it 
expedient  to  appoint  Friends  to  take  the  necessary  care  of  said  schools; 
but  there  appear  to  be  many  Friends  that  are  not  yet  accommodated 
with  suitable  schools,  and  we  think  a  committee  of  a  few  Friends  to  be 
continued  to  assist  therein  will  be  necessary,  all  of  which  we  submit  to  the 
meeting.     (Signed  by  the  committee).     .     .     . 

Which  being  read  and  considered,  the  meeting  appoints  William  England, 
William  Cooper,  Humphrey  Marshall,  and  Thomas  Baldwin  to  have  the 
care  of  the  school  near  Bradford  Meeting  House,  and  Thomas  Fisher, 
Griffith  Mendenhall,  Isaac  Coates  and  Isaac  Pim  to  have  the  care  of  the 
school  now  kept  in  the  meeting  house  at  East  Cain,  who  are  desired  to 
take  the  necessary  care  therein  and  the  former  committee  is  still  con- 
tinued.** 

A  subsequent  report  of  1781  points  out  that  an  additional 
school  has  been  established,  presumably  through  the  coopera- 

s^Min.  Bradford  Mo.  Mtg.,  12 — 15 — 1778. 

^Ibid.,  2 — 12 — 1779. 

*^See  page  I33f. 

8*Min.  Bradford  Mo.  Mtg.,  5—12 — 1780. 


Schools  in  Chester  County 


137 


tion  of  the  meetings  of  Bradford,  Kennett,  and  New  Garden. ** 
The  records  of  Kennett  and  New  Garden  do  not  seem  to 
recognize  this  cooperative  school,  however.  To  the  writer, 
it  seems  that  the  probable  state  of  affairs  was  that  the  one 
school  was  so  located  that  it  was  patronized  by  the  three 
communities  though  its  direction  lay  in  the  hands  of  Bradford 
Meeting.  The  contiguous  situation  of  the  townships  makes 
this  a  plausible  and  a  probable  solution.  The  school  was  soon 
to  be  discontinued  for  a  time.*^  The  report  of  1781  is  here- 
with submitted. 

The  Friends  in  the  care  of  schools  report  that  they  attended  the  school 
set  between  this  meeting,  New  Garden,  and  Kennett  Monthly  Meetings, 
and  purpose  taking  further  care  therein;  and  those  to  have  the  care  of 
the  school  at  Bradford  report  that  a  school  is  held  there  in  pretty  regular 
order,  considering  the  situation  of  the  master  in  regard  to  his  sight,  and 
they  that  had  the  care  of  the  school  at  East  Cain  informed  that  they 
had  divers  opportunities  with  the  master  and  scholars,  and  are  of  the 
mind  that  further  care  in  that  respect  is  necessary;  which  being  con- 
sidered, this  meeting  continues  the  said  Friends  and  desires  that  they 
may  attend  to  the  service  for  which  they  are  appointed.** 

The  conditions  presented  in  the  report  of  the  second  month 
remained  the  same,  save  that  the  school  between  Kennett, 
New  Garden,  and  Bradford  was  reported  "discontinued"  in 
the  sixth  month,  1781.^^  Later  in  that  year,  the  old  commit- 
tee was  released  and  a  new  list  of  men,  Thomas  Baldwin,  Joel 
Harlan,  Thomas  Sugar,  Nathan  Cooper,  Benjamin  Hanley, 
John  Hoopes,  Thomas  Fisher,  Griffith  Mendenhall,  Samuel 
Fisher,  and  George  Harrison  constituted  a  "standing  com- 
mittee."^" In  1782  four  schools  were  reported  ;^^  in  1783, 
several  schools  not  entirely  agreeable  to  the  desires  expressed 
in  the  Yearly  Meeting's  Advices;^  in  1784,  three  are  reported 
in  the  verge  of  Bradford  Particular  Meeting,  mostly  under 
the  direction  of  Friends,  but  "none  at  either  of  the  Cains" 
(East  or  West).^'  Subsequent  reports  show  that  the  cessa- 
tion of  the  schools  at  Cain  was  only  temporary.  The 
presentation  of  this  very  brief  span  of  their  history  may  be 


**Min.  Bradford  Mo.  Mtg.,  2 — 16 — 1781, 

«'Ibid.,  6— 16— 1781. 

'^Hbid.,  2— 16— 1781.  ^^Ibid.,  2 — 15 — 1782. 

89/&t<f.,  6— 16— 1781.  ^Ibid.,  8— 15— 1783. 

^^Ibid.,  9— 14— 1 78 1.  ^Ibid.,  2— 13— 1784. 


A  school 
between 
Bradford, 
Kennett  and 
New  Garden 


Four  schools 
reported  by 
oommittee 


138 


Early  Quaker  Education  in  Pennsylvania 


Report  of 
1792 


Uwchlan 


Education  of 
Negroes 
mentioned 
in  1765 


Three 
schools 
mentioned 
in   1779 


closed  with  an  abbreviated  statement  of  a  committee  report 
made  in  1792.^'* 

1 .  We  visited  four  schools  in  our  verge,  one  more  left,  making  five. 

2.  The  fifth  is  likely  to  be  discontinued  soon. 

3.  Number 

one  near  Bradford  Meeting  House  (in  care  of  Friends), 
one  in  East  Bradford  (part  Friends  and  part  not), 
one  in  East  Cain  (the  masters  not  members  of  Friends,  but  will- 
ing to  be  under  their  direction). 
4.  The  committee  was  released  on  request. 

In  the  same  year  that  Uwchlan  became  a  monthly  meeting, 
the  Friends  entered  a  protest,  saying  that  the  making  of  wills 
was  too  much  neglected,  but  that  such  as  were  made  were  not 
misapplied. ^^  It  is  quite  probable  that  the  first  statement  is 
an  indication  of  a  philanthropic  spirit  in  the  meeting,  between 
which  and  educational  activity  there  has  been  noted  a  high 
correlation.  Moreover,  their  explicit  statement  in  1765 
concerning  the  education  of  the  negroes  would  indicate  the 
education  of  their  own  children  was  already  taken  care  of.^* 
The  usual  transformation  in  the  kind  of  reports,  noted  in 
other  meetings  about  1778  and  following,  is  likewise  apparent 
in  the  meeting  at  present  under  discussion. 

Though  a  school  committee  was  appointed  much  earlier 
(1779)  there  was  a  very  definite  report  made  before  1782. 
Two  reports  made  then  in  successive  months  are  worthy  of 
our  attention. 

The  committee  respecting  schools  report  that  they  have  attended  to 
the  service,  having  visited  one  school,  the  master  whereof  is  a  member 
of  this  meeting,  to  a  good  degree  of  satisfaction,  some  of  the  employers 
and  scholars  being  present.  They  are  continued  to  proceed  in  that 
service  as  way  may  open  and  report  to  next  meeting^^.     .     . 

And  a  month  later 

The  Friends  appointed  report  that  they  have  visited  two  other  schools, 
the  masters  whereof  and  many  of  the  employers  are  members  of  this 
meeting,  and  ....  being  enabled  to  communicate  some  advice, 
which  appeared  to  be  well  received,  they  are  continued.'* 

In  1783  a  new  committee  was  commissioned  to  procure  a 
particular  statement  of  the  schools  wherein  Friends  were  con- 


9^Min.  Bradford  Mo.  Mtg.,  9 — 14 — 1792. 

»*Min.  Uwchlan  Mo.  Mtg.,  8 — 3 — 1763,  22. 

^Ibid.,  3— I— 1765,  66. 

"Ibid.,  II — 7 — 1782,  132.  ^^Ibid.,  12 — 5 — 1782,  106. 


Schools  in  Chester  County 


139 


cemed  either  as  masters  or  as  employers,  viz.:  Thomas 
Richards,  Jesse  Jones,  Joshua  Baldwin,  Reuben  John,  William 
Millhouse,  Griffith  John,  Simon  Meredith,  William  Cooper, 
Elihu  Evans,  Aaron  Duncan,  and  Joseph  Starr.  ^^  This  com- 
mittee is  not  to  be  confused  with  the  trustees  of  the  school 
funds,  who  were  entirely  distinct,  and  whose  sole  function  was 
to  receive  and  apply  the  funds  for  the  education  of  the  indi- 
gent children.  The  trustees*  report  stated  in  1784  that  the 
amount  of  the  legacies  and  donations  up  to  that  date 
amounted  to  £  120/10/00.^'"' 

Near  this  time,  very  probably  in  1784,  a  new  school  was 
established  by  Friends  at  Nantmeal,  for  which  Uwchlan 
Meeting  appointed  a  special  committee  which  was  to  make  a 
report;  the  report  made  in  1785  stated  that  they  had  visited 
the  school  and  found  it  well  conducted. ^°^  In  1787,  the  school 
committee  produced  a  report  on  all  schools,  which  was  to  be 
sent  to  the  quarterly  meeting.  It  embodied  some  statement 
of  the  results  achieved,  difficulties  to  be  faced,  and  further 
gave  an  insight  into  the  cooperation  of  Friends  in  the  "mixed 
schools"  of  their  com_munities.  As  sent  to  the  quarterly 
meeting,  the  report  was  as  follows : 

We  of  the  committee  appointed  to  essay  a  report  to  the  quarterly 
meeting  of  the  situation  of  our  members  in  regard  to  schools  and  the 
progress  of  our  monthly  meeting  in  that  important  concern,  having  had 
several  conferences  and  opportunities  of  enquiring  into  that  subject, 
report  as  follows:  that  some  have  been  appointed  and  continued  from 
time  to  time  by  our  monthly  meeting  for  several  years  past,  who  have 
used  many  endeavors  to  promote  the  establishment  of  schools  agreeable 
to  the  advices  of  the  Yearly  Meeting;  but  our  ntunber  generally  living 
so  remote  from  each  other,  has  prevented  much  progress  being  made 
therein,  save  one  house  being  built  by  Friends  at  Nantmeal  nearly  on 
the  plan  proposed,  in  which  a  school  has  been  kept  some  time,  but  now 
dropped  for  want  of  a  salary  for  the  master,  there  not  being  a  sufficient 
number  of  Friends  settled  contiguous  thereto  nor  to  each  other,  in  any 
other  part  of  our  meeting  to  support  a  school;  and  the  boarding  out  of 
our  children  appears  an  expense  too  heavy  for  many  of  us,  so  that  we  are 
generally  in  the  practice  of  schooling  our  children  in  a  mixed  manner, 
though  mostly  under  the  tutorage  of  Friends,  or  persons  friendly  dis- 
posed, to  whom  some  care  has  been  extended  and  their  schools  frequently 


New 

committee 

appointed 


The  state 
of  funds 


School  set 
up  at 
Nantmeal 


Report  of 

1787 


Nantmeal 

school 

discontinued 


9'Min.  Uwchlan  Mo.  Mtg.,  12 — 4 — 1783,  158. 

'""iWd.,  2-5-1784,  162.  lo'/Wd.,  2-10-1785,  184. 


I40  Early  Quaker  Education  in  Pennsylvania 

visited  by  our  committee  some  time  back.     Signed  by  order  of  the  school 
committee  by  William  MiUhouse,  clerk.^"'' 

In  1794,  the  London  Grove  Monthly  Meeting,  just  created, 
began  its  educational  work  by  appointing  a  committee  to 
take  subscriptions  for  a  fund  to  support  a  "regular  school. "^°^ 
In  1795,  the  preparative  meeting  proposing  that  a  standing 
committee  be  appointed  to  inspect  the  necessities  of  the  poor 
and  the  school  education  of  their  children,  the  following  were 
named  to  unite  with  a  committee  of  women  on  that  concern, 
viz.:  Samuel  Swayne,  Josiah  Hoopes,  John  Man,  and 
Jonathan  Buslow.^"*  Four  months  later  the  committee 
appointed  to  raise  the  funds  by  subscription  (see  above) 
reported  that  a  sum  of  "more  than  fifty  pounds"  was  already 
subscribed. ^°^  No  statement  of  the  number  of  schools 
established  in  the  limits  of  the  London  Grove  Meeting  is 
given  between  the  time  of  its  establishment  and  the  end  of  the 
century;  nor  are  any  other  details  vouchsafed.  It  will 
suffice  for  a  voucher  of  their  intentions  and  the  work  actually 
begun  in  that  period,  to  insert  the  following  statement  of 
their  plan  for  founding  their  schools. 

Pursuant  to  the  advice  and  recommendations  of  the  Yearly  Meeting 
of  Friends  for  many  years,  and  excited  by  consideration  in  our  own 
minds  for  an  improvement  of  the  school  education  of  the  youth,  espec- 
ially those  in  low  circtunstances,  we,  the  subscribers  hereto,  have  agreed 
to  promote  the  raising  of  a  fund  or  stock,  the  increase  whereof  to  be  for 
the  benefit  of  the  several  schools  which  are  or  may  be  under  the  care  of 
London  Grove  Monthly  Meeting,  and  to  be  distributed  amongst  them 
at  the  direction  of  a  committee  of  the  said  meeting,  appointed  from  time 
to  time  in  the  care  of  schools.  The  sum  annexed  to  each  of  our  names 
we  hereby  engage  each  for  himself  or  heirs,  executors  and  administrators 
respectively,  to  pay  or  to  cause  to  be  paid  to  such  Friend  or  Friends  as 
the  abovesaid  monthly  meeting  shall  appoint  as  treasurer  for  the  same, 
and  that  at  any  time,  when  demanded,  after  the  whole  subscription 
amounts  to  the  sum  of  fifty  pounds.  The  treasurer,  so  appointed,  we 
enjoin  to  be  subject  to  the  inspection  and  control  of  the  said  monthly 
meeting  and  to  render  a  fair  and  true  account  thereto  of  his  proceedings 
therein  once  a  year,  and  if  the  said  meeting  shall  at  any  time  see  cause 
to  release  the  treasurer,  then  he  shall  give  up  his  accoimts  and  pay  the 


KKMin.  Bradford  Mo.  Mtg.,  8—9—1787,  235. 
^"'Min.  London  Grove  Mtg.,  12 — 3 — 1794,  56. 
^°*Ibid.,  3 — 4 — 1795,  62. 
i»*/6td.,  7— I— 1795,  73- 


Schools  in  Chester  County 


141 


money  or  transfer  such  other  property  as  may  be  under  his  care,  apper- 
taining to  the  said  fund  unto  such  other  Friends  as  the  monthly  meeting 
may  appoint  to  succeed  him  in  the  said  trust.  Our  subscriptions,  until 
they  amount  to  fifty  pounds  or  upwards,  we  direct  to  be  kept  in  stock 
and  be  deposited  in  some  safe  way  so  as  to  produce  increase  either  by  a 
loan  upon  land  at  the  discretion  and  direction  of  the  said  monthly 
meeting  or  committee  thereof.  The  interest,  rent,  or  increase  whereof 
we  direct  to  be  applied  for  the  benefit  of  the  aforesaid  schools  in  such  a 
manner  and  at  such  times  as  the  school  committee  of  the  said  monthly 
meeting  for  the  time  being,  or  a  majority  of  them  shall  direct.  And 
although  our  present  endeavor  may  appear  feeble  and  small,  yet  we  trust 
and  hope  it  may  gradually  increase  so  as  to  become  more  useful  in  timc^"* 

There  remains  to  be  presented  in  this  chapter  the  activities 
of  Sadsbury  Meeting,  which,  though  outside  the  limits  of 
Chester  County,  was  made  up  very  largely  of  members 
residing  in  Chester  County.^*"  The  most  distinctly  educa- 
tional work  of  any  sort  was  the  youths'  meeting,  which  was 
very  frequently  mentioned  as  early  as  1739,  only  two  years 
after  they  became  a  monthly  meeting.^"^  Numerous  state- 
ments of  these  meetings  occur  throughout  the  first  thirty 
years  and  more.  Attention  was  also  directed  to  a  care  for 
the  children  of  the  poor. 

One  of  the  Friends  appointed  in  the  case  of  John  Marsh's  child  report 
they  attended  the  service  and  met  with  some  encouragement  concerning 
the  education  of  the  child,  the  person  with  whom  it  resides  being  its 
grandmother;  the  meeting  concludes  to  leave  it  under  the  care  and 
notice  of  Henry  Marsh,  the  child's  uncle.^"' 

In  1779  the  first  committee  to  carry  out  the  instruction  of 
1777  and  1778  was  appointed,  consisting  of  the  following 
members:  James  Miller,  Andrew  Moore,  and  Samuel 
Simons.""  They  were  to  afford  assistance  to  each  of  the 
preparative  meetings  (Sadsbury  and  Leacock).  This  they 
reported  in  the  second  month  they  had  done;  James  Moore, 
Isaac  Taylor,  John  Moore,  James  Smith,  Abraham  Gibbons, 
and  James  Webb  were  then  appointed  to  do  the  work."^  In 
1782  a  visit  was  made  to  Sadsbury  Meeting  by  the  committee 


i"*Min.  London  Grove  Mtg.,  11 — 4 — 1795,  78. 
I'^Futhey  and  Cope,  Hist.  Chester  Co.,  239. 
^"^Min.  Sadsbury  Mo.  Mtg.,  3 — 6 — 1739,  7. 
^°Ubid.,  6— 21— 1769,   180. 
^^"Ibid.,  I — 20 — 1779,  297. 
^^Ubid.,  2 — 20 — 1779,  298. 


Sadsbury 


Youths' 
meetings 
established 
in  1739 


Committee 
appointed 
on  schools 


142  Early  Quaker  Edtication  in  Pennsylvania 


School  at 

Sadsbury 

mentioned 


Discon- 
tinued, but 
not  long 


Barclay's 
Catechism 
for  use  in 
schools 


Lampeter 
requests  to 
build  school- 
house,  1792 


appointed    by    the    quarterly    meeting.  ^^^    They    reported 
further  at  that  time: 

The  Monthly  Meeting  committee  has  it  under  care  and  there  is  a 
school  set  up  at  Sadsbury,  and  it  is  closely  recommended  to  Friends  for  a 
further  progress  and  to  the  committee  of  this  meeting  in  particular,  to 
which  George  Cooper,  Andrew  Moore,  and  Joseph  Dickinson  are 
added."' 

The  conditions  remain  substantially  the  same  for  the  five 
subsequent  years,  with  frequently  interspersed  reports,  made 
to  the  monthly  meetings  and  to  be  sent  to  the  quarterly 
meeting.  In  that  year,  as  the  following  report  shows,  the 
school  at  Sadsbury  was  discontinued,  and  the  old  committee 
removed  to  make  place  for  a  new  one. 

Several  Friends  of  the  committee  respecting  schools  report  they  have 
conferred  together  since  the  last  meeting,  and  it  doth  not  appear  that 
there  is  any  school  at  this  time  within  the  verge  of  this  meeting  under  the 
care  and  direction  of  Friends,  and  the  said  committee  expressing  their 
desire  to  be  released,  the  meeting  consents  thereto,  yet  in  order  to  keep 
alive  the  concern  and  promote  a  matter  so  interesting,  concludes  to 
appoint  a  fresh  committee,  and  James  Miller,  John  Moore,  son  of  James, 
Isaac  Taylor,  and  Joseph  Williams,  Joseph  Brinton,  Moses  Brinton, 
William  Downing,  and  Gaius  Dickinson  are  appointed  for  the  service."* 

It  is  not  ascertainable  from  the  minutes  just  how  long  this 
school  remained  closed,  but  a  minute  of  1789,  directing  that 
Barclay's  Catechism  be  distributed  for  the  use  of  the  schools, 
indicates  that  it  was  not  discontinued  for  a  long  time.^^^ 
Isaac  Taylor,  R.  Moore,  William  Gibbons,  and  William 
Webb  were  appointed  to  distribute  the  said  books."® 

In  1792,  Lampeter  Preparative  Meeting  (called  Leacock 
in  1732,  but  changed  to  Lampeter  in  1749)"'  laid  before  the 
monthly  meeting  a  request  to  be  permitted  to  build  a  school 
house  on  or  near  their  meeting  house  land  for  the  piupose  of  a 
boarding  school  to  be  under  the  care  of  the  monthly  meeting."^ 
Their  request  was  not  acted  upon  until  the  next  meeting 
when  it  was  referred  to  a  committee  of  eleven  men,  who  were 


"''Min.  Sadsbury  Mo.  Mtg.,  6 — 19 — 1782,  337. 
"*/6id.,  3 — 21 — 1787,  39f. 
^^Jbid.,  6 — 17 — 1789,  70. 

"^Futhey  and  Cope,  Hist.  Chester  Co.,  239. 
"^Min.  Sadsbury  Mo.  Mtg.,  2 — 22 — 1792,  106. 


"'76td. 


Schools  in  Chester  County 


143 


to  consider  the  proposals  and  report  their  judgment  to  the 
monthly  meeting  when  convenient."^  It  appears  from  the 
following  extract  of  the  monthly  meeting  that  they  were 
somewhat  critical. 

The  committee  appointed  to  consider  the  proposals  of  Lampeter 
Preparative  Meeting  for  building  a  school  house  made  a  report  in 
writing,  which  not  meeting  the  approbation  of  this  meeting,  is  returned 
and  Joseph  Brinton,  Abraham  Gibbons,  William  Brinton,  James  Smith, 
John  Ferris,  James  Cooper,  and  Levi  Powell  are  added  to  the  former 
committee  and  William  Webb  is  requested  to  consider  the  matter  and 
report  to  the  next  meeting.^" 

At  the  session  of  the  monthly  meeting  held  two  months  later, 
the  newly  appointed  committee  was  successful  in  getting  a 
satisfactory  hearing  for  their  decision  in  regard  to  the  Lampe- 
ter Boarding  School. 

The  proposal  of  Lampeter  Preparative  Meeting  comes  again  tinder 
consideration  and  the  following  report  being  produced  and  divers  times 
read,  is  concurred  with. 

To  Sadsbury  Monthly  Meeting — 

We,  the  committee  appointed  to  consider  Lampeter's  proposals  for 
building  a  school  house  and  having  again  met  and  had  a  solid  conference 
together  unite  in  judgment  that  the  proposals  are  nearly  agreeable  to  the 
advices  of  the  Yearly  Meeting  and  luider  the  present  circumstances  are 
of  the  mind  the  monthly  meeting  may  be  safe  in  leaving  that  meeting  at 
liberty  to  erect  a  building  proportioned  in  size  to  their  Friends  and  the 
probabilities  of  what  may  be  obtained  by  subscription  (which  is  sub- 
mitted to  the  meeting  by  James  Miller  and  signed  by  fotu-teen  others). 
6 — 25 — 1792."! 

In  1793,  the  school  committee  recommended  in  the  follow- 
ing report  that  more  definite  steps  be  taken  to  meet  the 
demand  of  the  yearly  meeting  in  regard  to  (i)  the  accommo- 
dations for  a  master  and  (2)  the  establishment  of  a  permanent 
school  fund. 

The  committee  in  the  care  of  schools  made  the  following  report  in 
writing  which,  after  being  solidly  considered,  is  adopted  and  the  clerk 
is  directed  to  furnish  each  preparative  meeting  with  a  copy  of  this 
minute  together  with  the  report  of  the  committee  (which  follows). 
Most  of  the  committee  appointed  in  the  care  of  estabUshing  well  regu- 
lated schools  for  the  instruction  of  our  youth  report  they  met  twice  on 


Committee's 
suggestions 
for  Lampeter 
school  not 
accepted 


The  accepted 
report 


"'Min.  Sadsbiuy  Mo.  Mtg.,  3 — ^21 — 1792,^^107. 
^^Ibid.,  5 — 23 — 1792,  109. 
^^^Ibid.,  7 — 10 — 1792,  112. 


144 


Early  Quaker  Education  in  Pennsylvania 


Funds  to  be 
raised 


Plans  for 
raising  funds 
adopted 


the  subject  and  solidly  considering  the  same,  believe  it  would  be  right 
for  the  monthly  meeting  to  recommend  to  Sadsbiuy  Preparative  Meet- 
ing the  making  of  such  suitable  provisions  for  the  accommodation  of  a 
school  master  as  is  recommended  by  the  Yearly  Meeting  Minute  of 
1778 — That  Sadsbury  and  Lampeter  Preparative  Meetings  be  stirred  up 
to  use  their  endeavors  to  raise  such  fimds  for  their  respective  meetings 
by  subscription  as  is  recommended — as  well  as  in  a  minute  of  our  last 
quarterly  meeting,  by  William  Webb  (and  five  others). '''^ 

By  a  later  minute  we  are  informed  that  an  instrument  of 
writing  (subscription  plan)  has  been  drawn  up  for  the  purpose 
of  raising  funds, ^^  which,  however,  did  not  prove  wholly 
satisfactory,^24  q^^  ^a,s  postponed  for  further  consideration. 
As  presented  finally  and  accepted  on  twelfth  month,  loth, 
1793,  the  plan  for  raising  permanent  funds  was  as  follows: 

Whereas  the  Yearly  Meeting  is  impressed  with  a  sense  of  the  advan- 
tages that  would  arise  from  a  religious  education  of  our  youth,  has  fre- 
quently recommended  the  establishment  of  schools  under  the  care  of  a 
standing  committee  of  monthly  or  particular  meetings  and  especially  in 
1778,  recommended  the  promoting  a  subscription  towards  a  fund,  the 
increase  whereof  nlight  be  employed  in  paying  the  master's  salary,  if 
necessary,  and  promoting  the  education  of  poor  Friends'  children.  This 
provision  may  be  made  to  take  in  poor  children  of  Friends  or  others 
taught  gratis  or  at  such  moderate  rates  as  their  parents  or  guardians  can 
aflford  to  pay  at  the  discretion  of  the  trustees,  etc. 

And  we,  the  subscribers,  writing  with  the  above  recommendations  and 
willing  to  part  with  a  portion  of  the  substance,  we  as  stewards  are  blessed 
with,  in  order  to  carry  the  same  into  effect  (provided  always,  neverthe- 
less, that  no  part  of  the  fund  shall  ever  be  applied  towards  paying  the 
master's  salary  so  as  to  reduce  the  schooling  of  children  who  are  in 
affluent  circumstances,  lower  than  40  shillings  per  annum,  and  may  be 
raised  at  the  discretion  of  the  trustees),  do  hereby  promise  for  ourselves, 
oiu-  heirs,  and  executors,  or  administrators  to  pay,  or  cause  to  be  paid, 
the  several  sums  to  our  names  annexed,  to  the  trustees  for  .... 
school.  Otherwise,  five  per  cent,  interest  from  the  dates  respectively  to 
otur  names  prefixed  until  paid  or  till  such  other  persons  as  may  be 
appointed  by  the  monthly  meeting  to  receive  the  same.  In  witness 
whereof,       .     .     .     ?^ 

The  situation  of  schools  near  the  close  of  the  century  is 
shown  in  a  report  of  1 797  to  be  as  stated  below.  Though  this 
report  states  no  fund  is  estabHshed,  a  later  report  of  1798 
states  that  some  progress  has  been  made  in  that  respect. ^^^ 


i22Min.  Sadsbury  Mo.  Mtg.,  4—17 — 1793,  120. 

^^Ibid.,  5— 13— 1793,  121.  ^^Ibid.,  12 — 10 — 1793,  128. 

^^Ibid.,  9— 18— 1793,  125.  ^^Ibid.,  1—7— 1798.  175. 


Schools  in  Chester  County 


I4S 


The  report  for  1797  is  as  follows: 

The  committee  in  the  care  of  schools  report  that  there  is  no  fund 
established  for  this  purpose,  yet  there  are  three  schools  within  the  com- 
pass of  our  monthly  meeting  taught  by  masters  who  are  Friends  and 
are  under  the  especial  care  of  a  committee  of  this  meeting.^" 

At  the  very  close  of  the  centtiry  Sadsbtiry  Friends  were 
interested  in  raising  a  fund  to  help  in  the  establishment  of  the 
Yearly  Meeting's  boarding  school  at  Westtown,  Penn- 
sylvania. ^^^ 

SUMMARY 

This  chapter  considers  the  estabHshment  of  schools  in 
Kennett,  New  Garden,  Goshen,  Bradford,  Uwchlan,  London 
Grove  and  Sadsbtiry  monthly  meetings. 

No  early  definite  reference  is  made  to  education,  though 
the  careful  interest  in  children's  welfare  is  at  all  times  evident. 
Not  imtil  the  "1777  era"  do  the  reports  give  any  considerable 
information  concerning  schools.  Committees  were  there- 
after always  in  attendance  upon  the  problems  of  the  schools. 
In  1 78 1  a  "union  school"  was  reported  between  Kennett, 
Bradford  and  New  Garden,  which  was  afterwards  discon- 
tinued. In  1785  they  report  "several  schools,"  in  partial 
accord  with  demands  of  the  yearly  meeting.  Land  for 
Kennett  school  "nimiber  one"  was  ptirchased  in  1792,  and 
rules  drawn  up  for  its  control.  Their  scheme  for  raising 
permanent  ftmds  was  not  completed  tmtil  1795.  Two 
schools,  taught  by  members  of  the  society,  were  imder  the 
care  of  the  meeting's  committee  in  1798. 

Two  schools  were  reported  at  New  Garden  in  1779  and 
another  was 'at  that  time  proposed.  Some  land  was  con- 
veyed to  the  meeting  in  1785  for  the  use  of  a  school,  and  a 
house  btiilt  upon  it.  Another  piece  of  land  was  deeded  by 
WiUiam  Jackson  in  1794  for  a  similar  purpose.  Certain 
stipulations  were  made  concerning  the  school  to  be  established 
there.  It  was  found  more  consistent  in  summer  to  employ 
mistresses  rather  than  masters. 

Though  established  at  a  late  date,  Goshen  was  very  active 
educationally.     Land  was  purchased  and  a  house  was  being 


Three 
schools;  no 
funds 


The  meetings 


Kennett 


A  union- 
school 
reported 

Rules  drawTi 
for  school, 
property 
ptu-chased 

Two  schools 
imder 
Kennett 
meeting 

Two  schools, 
another  pro- 
posed 


Goshen 


i^Min.  Sadsbury  Mo.  Mtg.,  7 — 19 — 1797,  168. 
^^Ibid.,  4 — 24 — 1799,  187. 


146 


Early  Quaker  Education  in  Pennsylvania 


Two  schools 


Bradford 


Three  school 
1780 

Five  schools 
1792 


Uwchlan 

Nantilieal 
School,  1789 

London 
Grove 


Sadsbury 


Lampeter 

boarding 

school 

Three 
schools 

Total, 
18  or  19 
schools 


built  for  a  union  school  between  Goshen,  Bradford  and 
Birmingham,  in  1779.  Committees  were  appointed,  which 
gave  reports  better  than  those  usually  returned.  A  plan  for 
funds  was  adopted  in  1786.  No  further  mention  is  found  in 
regard  to  the  union  schools  after  the  establishment  of  the 
schools  at  Goshen  and  Willistown. 

Bradford's  first  educational  activity  was  in  connection 
with  the  apprenticing  of  children.  A  single  case  in  which  a 
boy  was  put  to  school  by  the  meeting  occurred  in  1767;  the 
expense  therefore  was  defrayed  by  the  preparative  meetings. 
Educational  activity  increased  in  1778;  three  schools  were 
reported  in  1780  and  a  committee  appointed  to  assist  in 
establishing  others.  They  appear  to  have  been  successful; 
five  schools  were  reported  in  1792,  though  one  was  about  to 
be  discontinued.     Not  all  of  the  masters  were  Friends. 

The  statement  that  Negroes  were  being  educated  in  1765, 
induces  one  to  believe  that  Friends'  children  were  provided 
for.  Three  schools  were  mentioned  in  1779,  in  which  the 
masters  and  many  of  the  employers  were  Friends.  In  1789 
a  school  was  established  at  Nantmeal  under  a  special  com- 
mittee of  Uwchlan  Meeting ;  it  was  reported  discontinued  in 
1787.  The  meeting  at  London  Grove,  established  (1792), 
reported  no  schools  in  its  compass  before  the  end  of  the 
century;  although  an  elaborate  plan  was  drawn  up  for  the 
establishment  of  school  funds. 

Youths'  meetings  were  established  by  Sadsbury  as  early  as 
1739  and  instances  in  which  poor  children  were  educated  are 
cited  for  1769.  The  first  committee  seems  to  have  been 
appointed  for  schools  in  1779.  A  school  was- reported  for 
Sadsbury  in  1782,  but  was  later  discontinued  for  a  brief  time, 
which  cannot  be  definitely  determined.  In  1792  it  was 
agreed  that  Lampeter  Preparative  might  have  permission  to 
establish  a  boarding  school.  A  plan  for  funds  was  drawn  up, 
but  no  success  reported  in  raising  them  until  1798.  Three 
schools  are  reported  estabHshed,  and  under  the  care  of 
Quaker  masters  in  1797. 

The  entire  number  of  schools  set  up  by  the  above  named 
meetings  was  eighteen  or  nineteen. 


CHAPTER  VIII 


SCHOOLS  OF  DELAWARE  COUNTY 


The  activity  of  the  several  monthly  meetings  in  Delaware 
County  in  the  establishment  of  schools  will  be  considered 
tmder  the  heads  of  the  respective  meetings  in  the  following 
order,  Chester,  Darby,  Radnor,  and  Concord.  These  are 
four  of  the  earliest  monthly  meetings  established  in  Penn- 
sylvania, the  dates  of  their  establishment  being:  Chester, 
1681;  and  Darby,  Radnor,  and  Concord  in  1684.^  The  aim 
of  this  chapter,  as  of  the  others  dealing  with  the  several  coun- 
ties, is  to  present,  first  the  source  material  which  has  been 
found  to  have  any  bearing  on  the  establishment  of  schools  and 
the  attitude  of  the  monthly  meetings  toward  them. 

Penn  having  come  to  New  Castle  on  October  27, 
1682,  and  performed  the  ceremonies  of  taking  possession  of 
the  province,^  appears  to  have  gone  thence  to  Upland,  from 
whence  he  sent  a  letter  to  Ephriam  Harman  (dated  October 
29,  1682)  regarding  simunoning  a  coiut  to  be  held  at  New 
Castle  (November  2,  1682).^  But  Upland  was  not  destined 
to  remain  the  name  of  the  city,  as  Perm's  biographers  tell  us. 
It  is  stated  that  Penn,  having  arrived  and  being  filled  with 
emotion  at  having  had  a  successful  journey,  turned  to  a  friend 
and  said,  "What  wilt  thou  that  I  should  call  this  place?" 
He  repHed,  "Chester. "'• 

In  passing  it  should  be  mentioned  that  an  interest  in  educa- 
tion does  not  date  entirely  from  the  coming  of  the  Quakers 
and  the  establishment  of  Penn's  colony.  The  records  of  the 
court  of  Upland  inform  us  (1679)  that,  without  a  doubt,  some 
children  received  the  advantages  of  an  education.     It  may 


^Bunting,  40,  39,  19  and  42,  respectively;    also  first  vols,  of  each 
respective  meeting's  records. 
*Smith,  Hist.  Del.  Co.,  138;  see  also  page  41,  chapter  on  Philadelphia. 
^Ibid.,  139. 
*Clarkson's  Penn,  I,  259;   Hazard's  Annals,  695. 

(147) 


The 
meetings 


Naming  of 
Chester 


Education 
before  com- 
ing of 
Quakers 


148 


Early  Quaker  Education  in  Pennsylvania 


Property 
granted  the 
meeting  and 
house  built 


First  land 
devised  for 
schools  in 
1769 


Hoskins  wills 
ground  for 
schools 


have  been  very  restricted,  we  cannot  determine  that.  The 
records  of  that  date  state,  however,  that :  "The  Pit  demands 
of  this  Deft  200  Gilders  for  teaching  this  Defts  children  to 
read  one  yeare."^  There  is  no  doubt  that  Friends  were  not 
concerned  with  education  in  this  case.® 

The  first  meetings  of  Chester  Monthly  Meeting  were  held 
in  the  Court  House^  at  Chester,  and  meetings  for  worship 
usually  among  the  members  at  their  homes,  previously 
designated.®  In  March,  1686,  Urin  Keen  conveyed  in  trust 
to  John  Simcock,  Thomas  Brassey,  John  Brinton,  Caleb 
Pusey,  Randall  Vernon,  Thomas  Vernon,  Joshua  Hastings, 
Mordecai  Maddock,  Thomas  Martin,  Richard  Few,  Walter 
Faucet  and  Edward  Carter,  a  piece  of  ground  in  Chester 

beginning  at  said  Urin's  lot  or  Garding,  and  so  running,  60  feet  along 
and  fronting  the  street  towards  the  prison  house,  thence  down  the  lower 
edge  in  Chester  Creek — thence  along  the  Creek  60  feet — thence  to  the 
place  of  beginning  ...  .to  the  use  and  behoof  of  the  said  Ches- 
ter— the  people  of  God  called  Quakers  and  their  successors  forever.' 

In  the  year  following,  it  was  urged  by  the  monthly  meeting 
that  Friends  agree  with  workmen  to  build  a  meeting  house  at 
Chester  24  feet  square  by  16  feet  in  height.^"  The  first  meet- 
ing house,  built  on  the  ground  above  mentioned,  was  com- 
pleted about  1793.^^ 

The  earliest  record  of  schools  established  by  Friends  dates 
back  to  about  1770.  Though  this  is  the  first  record  of  a 
device  of  property  for  the  purpose,  and  the  minutes  of  the 
meeting  are  also  negHgent  of  educational  affairs,  it  does  not 
seem  probable  to  the  writer  that  the  locality  was  without 
schools.  There  were  probably  neighborhood  schools,  not 
subject  to  any  organization  on  the  part  of  the  meeting.  On 
December  31,  1769,  Joseph  Hoskins,  a  Friend,  willed  a  lot 
of  ground  for  the  use  of  schools,  ^^  and  though  his  death  did 


*Rec.  Upland  Court,  121;  Smith,  Hist.  Del.  Co.,  121;  Hazard, 
Annals,  462. 

*Would  not  likely  take  the  case  to  court. 

^It  appears  from  a  record  of  sale  that  the  court  house  was  sold  to 
Robert  Wade,  1686.  (Record  of  sale  quoted  in  Jordan,  Hist.  Del. 
Co.,  I,  112.) 

'Jordan,  Hist.  Del.  Co.,  I,  104;   Smith,  Hist.  Del.  Co.,  137. 

•Smith,  Hist.  Del.   Co.,   166. 

"Rec.  of  Chester  Mo.  Mtg.,  1687,  I.;   Smith,  166. 

"Smith,  188.  "Jordan,  II,  441. 


Schools  of  Delaware  County 


149 


not  occur  till  some  years  later,  the  meeting  appears  to  have 

known  of  the  intended  bequest  and  to  have  btiilt  a  school 

house  in  1770.^'    It  was  further  ordered  by  the  will  that  the 

stmi  of  thirty  pounds  be  paid  to  John  Eyre  and  James 

Barton  for  the  schooling  and  education  of  such  poor  children     pooj.  ^o  be 

of  the  inhabitants  of  the  borough  of  said  Chester  as  the     schooled 

preparative  meeting  shall  for  the  time  being  think  fit  to  order 

and  direct."     Mr.  Jordan  in  his  history  of   the  coimty, 

describes  the  schoolhouse: 

The  schoolhouse  was  built  of  bricks,  laid  in  Flemish  bond,  the  ends 
of  the  headers  being  burnt  black,  a  style  much  in  vogue  at  that  time. 
In  the  south  gable  large  numerals,  1770,  were  inserted  in  the  wall,  the 
figures  being  formed  by  the  black  ends  of  the  headers." 

The  school  mentioned  in  the  committee's  report  on  schools 
situated  at  Middletown,^®  was  established  by  Friends  in  1783, 
but  an  earlier  school  existed  (1740),  according  to  Mr.  Jordan,^' 
the  buildings  for  the  same  having  been  donated  by  Thomas 
Yamall  and  Thomas  Minshall,  whose  names  are  very 
prominently  mentioned  in  Quaker  records.  The  meeting 
minutes  make  no  mention  of  such  a  school  being  established, 
however,  and  it  must  be  understood  to  have  been  entirely  on 
individual  initiative.  In  1791,  Enock  Taylor  and  wife, 
Quakers,  conveyed  a  quarter  acre  of  land  to  the  use  of  Chester 
Monthly  Meeting  of  Friends  for  the  use  of  a  school.^^  Judg- 
ing, however,  from  the  later  reports  of  the  monthly  meeting 
we  would  be  led  to  beheve  that  no  school  was  established  at 
that  time."  On  December  20,  1791,  David  Hall  conveyed 
adjoining  property  for  the  same  use.^" 

About  1778  the  monthly  meeting  became  more  active  in 

regard  to  its  interest  in  schools,  appointing  committees  to  Committees 

investigate  conditions  and  report  the  state  to  its  sessions.^^  appointed 

In  1 7  79  and  1 78 1 ,  there  appeared  two  reports  on  the  condition  on  education 


School  at 
Middletown 
probably  in 
1740 


Land 

donated  by 
Taylor 
and  wife 


"Jordan,  II,  441. 
i*Ibid. 

"Min.  Chester  Mo.  Mtg.,  i — 27 — 1800. 
"Jordan,  II,  43—45- 

"The  absence  of  any  mention  of  it  in  the  meeting  records. 
^^The  writer  was  unable  to  find  a  record  of  this  deed. 
"No  committee  reports  were  noted  before  that  date. 


ISO 


Early  Quaker  Education  in  Pennsylvania 


Subscrip- 
tions to  be 
started  for 
funds 


Qualified 
teachers 
scarce 


of  the  Negroes  and  their  education  which  are  presented  in 
another  chapter. 22  In  1782  there  likewise  appeared  a  report 
of  the  committee  on  schools  in  general.^  This  committee, 
appointed  in  accord  with  the  suggestions  of  the  yearly  meet- 
ing, agreed  substantially  that  the  best  way  to  the  establish- 
ment of  schools  systematically,  was  to  arrange  for  a  subscrip- 
tion which  might  be  applied  to  that  use  at  the  discretion  of 
the  monthly  meeting.  This  was  to  be  used  for  paying  the 
master's  salary,  and  to  educate  poor  Friends'  children,  where 
it  mght  appear  to  be  of  advantage  to  do  so.^^  These  sugges- 
tions were  directed  to  be  copied  and  put  into  the  hands  of  the 
members  in  each  of  the  preparative  meetings.^^  Three 
months  thereafter,  the  meeting  appointed  a  treasurer  for 
funds  and  a  committee  for  the  oversight  of  schools,  who  were 
to  act  in  general  accord  with  the  suggestions  made  in  the  first 
report. 2^  The  minute  of  the  meeting  of  that  date  runs  as 
follows : 

A  form  of  subscription  was  proposed  which  might  be  entered  into  by 
those  who  desired,  and  was  approved  by  the  meeting  and  all  urged  to 
forward  the  signing  of  it.-^ 

The  work  thus  started  was  not  entirely  satisfactory  to  the 
committee,  however.  They  report  that  "the  work  goes  very 
slowly"  and  name,  as  one  cause,  the  great  difficulty  of  getting 
suitable  teachers.^^  Provision  seems  to  have  been  made  for 
the  schooling  of  poor  children,  "such  as  can  conveniently  be 
sent. '  '2^  This  reference  may  mean  that  all  such  were  schooled 
who  were  within  reach  of  a  school,  or  that  they  sent  all  for 
whom  they  had  a  sufficient  fund.  In  1 783  they  acknowledged 
the  receipt  of  the  most  recent  advices  of  the  yearly  meeting 
which  again  recommended  the  serious  subject  of  schools  to 
their  attention.     Again  in  1792  we  find  this  minute: 

The  subject  of  schools  being  now  resumed  and  the  several  paragraphs 
contained  in  the  extracts  of  1778,  1779  and  1789  being  read  relative 
thereto,  Friends,  of  the  several  preparative  meetings  are  desired  to  pay 


**See  chapter  on  Negroes,  page  228. 
»Min.  Chester  Mo.  Mtg.,   1—28— 1782,  87. 
^Ibid.  ^Ibid. 

^Ihid.,  4—29—1782.  ^Ibid. 

^Hbid.,  7—28—1783,  130.  ^^Ibid. 


Schools  of  Delaware  County 


151 


close  attention  to  the  several  repeated  advises  of  the  yearly  meeting  no 
this  important  subject.'" 

In  1796  the  concern  of  a  boarding  school,  which  we  have 
found  was  also  interesting  all  of  the  other  monthly  meetings, 
in  the  Philadelphia  Yearly  Meeting,  came  also  to  the  atten- 
tion of  Chester.  They  indicated  their  willingness  to  cooperate 
in  the  scheme  by  the  appointment  of  a  committee,  which 
appears  from  a  minute  made  in  the  meeting  in  1793. 

William  WorraU,  Daniel  Sharpless,  Josiah  Rhoads,  Edward  Fell, 
Mahlon  Parsons,  Roger  Dirks,  Thomas  Sharpless  and  Jacob  Minshall 
are  appointed  to  prepare  a  subscription  paper  and  promote  Friends' 
subscriptions  towards  the  establishment  and  support  of  the  boarding 
school  agreeable  to  the  recommendations  of  ovir  last  Yearly  Meeting, 
and  report  of  their  care  to  next  or  a  futiu-e  meeting.'^ 

The  general  state  of  schools  under  the  meeting's  jurisdic- 
tion is  made  known  by  the  following  report  sent  in  by  the 
school  committee  to  the  monthly  meeting  held  on  1-2  7-1800. 

The  committee  appointed  to  the  care  of  schools  report  there  are  three 
kept  within  the  verge  of  this  meeting  imder  Friends  care,  viz. : 

I.     One  at  Springfield  taught  by  a  Friend. 

I .     One  at  Middletown,  taught  by  a  person  not  in  membership. 

3 .  One  at  Blue  Hill  under  similar  circumstances,  aU  of  which  we  trust 
are  conducted  in  a  good  degree  orderly,  but  that  there  has  been  little  or 
no  addition  to  our  fund  since  last  year,  except  what  it  has  increased  by 
use.  The  school  committee  also  informs  that  the  Friends  who  were  by 
the  last  will  of  our  Friend  George  Miller  and  James  Turner,  left  trustees 
to  the  lots  at  Blue  HiU  have  conveyed  the  same  by  instruments  of  writing 
duly  executed  as  follows,  to  wit:  the  dwelling  house  and  lot  to  Jacob 
Minshall,  Edward  Fell,  Ambrose  Smedley,  Isaac  Sharpless,  John  Hill, 
Jr.,  and  Joseph  Pennell,  Jr.,  and  the  schoolhouse  and  lot  to  George 
Miller,  Edward  Fell,  Ambrose  Smedley,  James  Smedley,  Isaac  Sharpless, 
John  Hill,  Jr.,  and  Joseph  Jonnell,  Jr.,  which  said  conveyances  have 
since  been  recorded  and  are  lodged  with  the  other  writings  relating 
thereto,  in  the  hands  of  the  treasurer  of  the  school  fund  which  is  satisfac- 
tory to  the  meeting.** 

The  Blue  Hill  School,  mentioned  in  the  above  report  of  the 
committee,  no  doubt  dated  back  to  a  few  years  following 
1 791,  in  which  James  Turner  bequeathed  his  "Blue  Hill 
Estate"  to  George  Miller  for  the  use  of  schools  established  at 
the  direction  of  Chester  Monthly  Meeting.'^ 


Subscrip- 
tions pro- 
moted for 
boarding 
school 


Three 

schools 

imder 

Chester 

Meeting 


»»Min.  Chester  Mo.  Mtg.,  4—30—1792,  347. 

"/Wrf.,  12 — 26 — 1796,  447. 

'^Hbid.,  I— 27— 1800,  508.  ^Ibid.,  5— 30— I79ii  3i9- 


152 


Early  Quaker  Education  in  Pennsylvania 


"Blue  Hill" 
estate 
bequeathed 
by  James 
Turner 


Legacy  from 

Thomas 

Evans 


Printing 
encouraged 
by  the 
meeting 


I  give,  devise  and  bequeath  to  George  Miller,  the  son  of  my  cousin 
George  Miller,  my  house  and  lot  of  Ground  situated  in  the  Province 
aforesaid  (commonly  called  Blue  Hill)  with  the  appurtenances  to  hold 
by  him  and  his  heirs  and  assigns  forever. 

Upon  special  trust  and  confidence,  nevertheless  and  to  and  for  the  use, 
intent  and  purpose  hereinafter  expressed,  mentioned  and  declared,  and 
moreover  for  the  use  of  the  society  of  Protestants,  commonly  called 
Quakers,  of  and  belonging  to  the  Monthly  Meeting  of  Chester  for  the 
erecting  one  or  more  houses  for  the  teaching  and  instnicting  youth 
therein,  and  all  necessary  conveniences  thereto  belonging  under  and 
subject  to  the  rules  and  regulations  and  orders  of  the  said  meeting  for  the 
time  being  forever. 

Item,  I  give  and  bequeath  to  my  Friend  Jacob  Minshall,  all  the  rest 
and  residue  of  my  estate  in  trust  for  the  use  of  a  school  which  may  at 
times  be  kept  at  or  near  my  lot  of  ground  above  mentioned,  subject  to 
the  direction  of  the  Chester  Monthly  Meeting.'* 

The  meeting's  schools  also  received  a  considerable  assist- 
ance through  a  legacy  of  £50  left  by  Thomas  Evans  for  the 
establishment  and  support  of  a  school  within  the  verge  of 
Chester  Monthly.^^  He  makes  it  clear  in  his  bequest  that  he 
has  been  influenced  to  do  this  by  the  recommendations  of  the 
yearly  meeting,  the  influence  of  which  has  been  instanced  in 
many  cases  before  this  one. 

Not  only  to  the  advancement  of  education  and  enlighten- 
ment by  means  of  schools  alone  did  Friends  of  the  Chester 
Meeting  lend  their  encouragement.  In  a  minute  of  1689  we 
find  an  interesting  reference  to  assistance  proposed  for  the 
encouragement  of  printing  in  Philadelphia. 

The  business  proposed  to  the  Friends  of  Philadelphia  concerning 
allowing  William  Bradford,  the  printer,  £40  by  the  year  to  encourage 
him  to  continue  in  the  art  and  practise  of  Printing.  This  meeting 
approving  the  said  proposal,  orders  for  Darby  Monthly  Meeting  John 
Blunston  and  Joshua  Fearne  and  for  Chester  Monthly  Meeting  Caleb 
Pusey,  Randall  Vernon  and  for  Chichester  Monthly  Jacob  Chandler  and 
John  Mendenhall  to  take  subscription  according  to  proposal.'^ 

We  have  noticed  that  there  appeared  to  be  very  little  in  the 
records  of  the  monthly  meeting  until  about  1 770  and  that  they 
contained  little  of  educational  interest  before  that  time.  The 
records  of  the  Quarterly  Meeting  of  Chester  (later  known  as 


"Min.  Chester  Mo.  Mtg. 
^^Ibid.,  9 — 23 — 1785,  177. 
««Min.  Chester  Q.  Meeting,  12 — 3 — 1689,  7. 


Schools  of  Delaware  County 


153 


Concord)  are,  however,  full  of  suggestions  which  indicate  that 
educational  interests  had  their  attention  much  before  that 
date,  though  they  were  not  under  a  perfected  organization. 
As  early  as  1732  advances  were  made  for  the  care  and  instruc- 
tion of  poor  children  which  would  fit  them  to  earn  a  living. 
We  may  mention  the  financial  assistance  promised  by  Joseph 
Mead  in  that  year. 

Otir  ancient  Friend  Joseph  Mead  having  by  letter  communicated  to 
this  meeting  his  mind,  signifying  his  willingness  to  do  something  that 
might  be  conducive  towards  a  public  good,  and  in  order  thereto  oflEers  to 
give  £50  toward  a  stock  to  be  kept  in  this  meeting  for  the  putting  of  poor 
Friends'  children  to  trades  or  for  relieving  of  poor  or  indigent  Friends 
which  this  meeting  very  kindly  accepts  of  at  the  hand  of  said  Friend." 
.  .  .  and  this  meeting  being  informed  that  our  Friend  Joseph  Mead 
continues  steadfast  in  his  mind  respecting  his  donation  towards  pious 
uses,  and  desires  he  may  know  to  whom  he  may  deliver  the  said  gift.  After 
some  consideration  thereon  this  meeting  do  nominate  .  .  .  Jacob 
Howell  and  John  Davis  to  be  receivers  and  are  by  this  meeting  empow- 
ered to  receive  the  above  and  all  such  bequests  .  .  .  ,  in  behalf  of 
and  for  the  use  of  this  meeting,  and  to  put  out  upon  interest  as  soon  as 
they  conveniently  can  all  such  money  into  good  and  responsible  hands 
and  to  render  to  this  meeting  when  required  thereto  or  to  whom  the  said 
meeting  shall  appoint  a  true  and  just  account  of  what  may  be  delivered 
hereafter  by  any  person  or  persons  into  their  hands  for  the  uses  afore- 
said.'* 

In  1739  the  interest  arising  from  this  gift  was  withdrawn  at 
his  request  and  paid  to  the  Springfield  Friends  to  help  them 
build  their  meeting  house.^^ 

In  response  to  the  yearly  meeting's  urgent  request  of  1746 
and  1750,*°  we  have  their  action  recorded  in  this  minute  of  the 
year  1754. 

According  to  a  minute  of  the  advice  of  the  Last  Yearly  Meeting  con- 
cerning the  settling  of  schools  in  the  country,  it  is  agreed  for  the  encour- 
agement thereof  that  the  several  and  respective  clerks  of  the  monthly 
meetings  belonging  to  this  quarterly  meeting  do  inquire  and  bring  in  a 
true  report  of  all  legacies,  donations  or  estates  which  have  been  hereto- 
fore given  to  their  respective  meetings  and  of  the  uses  to  which  the 
moneys  arising  therefrom  are  applied,  and  bring  the  account  thereof  to 
our  next  meeting." 


"Min.  Chester  Q.  Mtg.,  6 — 14 — 1732,  128. 

"/&«/.,  9 — 13 — 1732,  129. 

"76«/.,  6— 13— 1739,  154. 

*"Ad vices,  250. 

"Min.  Chester  Q.  Mtg.,  5 — 13 — 1754,  218. 


An  early 
attention  to 
education 
reported  by 
the  quar- 
terly meeting 


Report 
required  on 
state  of 
legacies 


154 


Early  Quaker  Education  in  Pennsylvania 


Darby 


Land  deeded 
for  meeting 


B.  Cliffs 
school 


SUght 
activity 
before  1778 


Cooperation 
of  monthly 
and  quar- 
terly com- 
mittees 


The  meetings  at  Darby  were  at  first  usually  held  at  the 
home  of  John  Blunston,  who  in  1687  deeded  one  acre  of 
ground  in  Darby  aforesaid  for  the  use  of  building  a  meeting 
house/2  on  which  the  meeting  house  was  begun  in  the  follow- 
ing year/^  and  finished  in  1689.^  Happily,  in  the  case  of 
Darby  Meeting  we  can  point  out  a  definite  statement  con- 
cerning a  school  established  by  the  meeting,  and  which, 
quite  probably,  was  the  first  school  at  that  place.  In  1692 
the  minutes  note  that. 

Agreed  at  this  meeting  that  Benjamin  Clift  teach  school,  beginning 
the  twelfth  day  of  the  7th  month,  and  to  continue  one  whole  year 
except  two  weeks.*^ 

His  salary  for  the  first  year  is  not  known,  but  the  minutes  a 
year  later  give  some  clue  as  to  the  amount  paid. 

Agreed  at  this  meeting  that  Benjamin  Clift  teach  school  a  year,  begin- 
ning this  20th  day  of  this  9th  month;  and  to  have  £12/00/00.** 

As  has  occurred  in  all  other  monthly  meetings  thus  far  con- 
sidered, there  was  always  little  done  in  the  way  of  organization 
and  supervision  of  school  affairs  till  after  1770.*^  There  were 
however  various  committees  appointed  from  time  to  time, 
especially  in  the  case  of  legacies  and  donations  which  were 
quite  common  even  at  early  dates.^^  The  movement  towards 
better  organization,  however,  began  more  earnestly  in  1778, 
with  the  receipt  of  a  nimiber  of  letters  from  the  yearly 
meeting,  in  regard  to  which  the  following  minute  was  made : 

This  meeting  received  a  number  of  the  general  epistles  from  the  last 
Yearly  Meeting  held  in  London  and  also  the  same  number  of  copies  of 
an  epistle  from  the  same  meeting  to  our  last  Yearly  Meeting,  one  of  each 
were  read  at  the  close  of  the  meeting  for  worship,  to  satisfaction,  and  the 
clerk  is  directed  to  read  one  of  each  the  forepart  of  a  first  day  meeting. 
The  remainder  were  distributed  amongst  Friends.''^ 

In  the  twelfth  month  Darby  Friends  received  a  committee 
appointed  by  the  quarterly  meeting  (Concord)  to  investigate 


^iSmith,  Hist,  of  Del.  Co.,  166. 

**Ibid. 

«Min.  Darby  Mo.  Mtg.,  7 — 7 — 1692,  54. 

*^Ibid.,  9 — 20 — 1693,  56. 

*'See  Falls  p.  87f;   Abington,  p.  losfl;   and  Buckingham,  p.  g6L 

<*Min.  Darby  Mo.  Mtg.  7 — 5 — 1758,  441 ;   7 — 5 — 1750,  322. 

*^Ibid.,  12 — 3 — 1778,  263. 


Schools  of  Delaware  County 


iSS 


conditions  and  promote  schools  among  the  monthly  meet- 
ings.*" John  Howe,  Aaron  Oakford,  Isaac  Lloyd,  Benjamin 
Lobb,  and  Josiah  Bimting  were  appointed  by  Darby  to  join 
with  the  quarterly  meeting's  committee  in  its  work.*^  The 
next  year  the  question  of  building  a  schoolhouse  occupied 
their  attention.*^  j^  ^^s  proposed  to  deal  with  persons  hold- 
ing some  land  adjoining  that  of  the  meeting,  that  it  might  be 
purchased  as  school  property  and  a  suitable  building  erected 
thereon.  Finding,  however,  that  those  holding  the  adjacent 
property  were  not  at  the  time  disposed  to  sell,  it  was  decided 
to  begin  a  subscription  for  erecting  a  schoolhouse  on  the 
meeting's  land,  which  has  been  mentioned  as  having  been 
left  to  the  meeting's  use  by  John  Blunston.^  The  work  on 
this  building  was  evidently  begun  between  1779  and  1781,  as 
we  may  infer  from  the  minute  of  the  latter  year. 

This  meeting  resuming  the  consideration  of  building  a  house  to 
accommodate  a  school  were  informed  by  one  of  the  committee  that  it 
appeared  to  be  necessary  the  subscriptions  should  be  enlarged  before  the 
work  could  be  completed;  therefore  Abraham  Bonsall,  John  Hum- 
phreys, and  Phillip  Price  are  appointed  with  the  former  committee  in 
order  to  forward  the  work  and  to  report  what  progress  they  have  made 
therein  to  next  meeting;  Benjamin  Lobb  requesting  to  be  released  from 
the  above  service,  Morris  Tnmian  is  appointed  in  his  room." 

The  tenor  of  a  minute  of  the  meeting  next  following  was  to 
the  effect  that  enough  money  had  been  secured  for  the  com- 
pletion of  the  work." 

In  1784  another  visit  was  received  from  the  committee  of 
the  quarterly  meeting,  whose. purpose  was  "the  establishing 
and  keeping  up  suitable  schools,"  as  recommended  in  the 
several  years  past."  The  reports  of  the  committee  of  the 
school  at  this  date  indicate  that  the  status  was  nearly  what 
was  expected  by  the  yearly  meeting,  respecting  (i)  fotmda- 
tion,  (2)  masters,  (3)  supervision  by  committees,  (4)  accom- 
modations for  the  master,  etc."    In  1787,  Nathaniel  Newlin 


"Min.  Darby  Mo.  Mtg. 

^Ibid.,  2—25—1779,  259. 
"See  page  154. 
^Ibid.,  3 — I — 1781,  319. 
^Ibid.,  3 — 29 — 1 78 1,  320. 
^Ibid.,  I — I — 1784,  10. 
"Ibid.,  7 — 29 — 1784,  22. 


Building 
for  a 
school 
proposed 


State  of 
school 
satisfactory 
1784 


156  Early  Quaker  Education  in  Pennsylvania 

one  of  the  meeting's  representatives  to  the  quarterly  meeting 

brought  back  a  request  from  that  body  for  "a  circumstantial 

account"  of  the  state  of  schools,  to  be  transmitted  to  the 

quarterly    meeting    the    next    eighth    month.^^    The    said 

Nathaniel  was  placed  on  the  school  committee  in  the  eleventh 

month   foUowing,^^   and   later,    John   Bull   and   Benjamin 

Bartram  were  appointed  in  the  places  of  Aaron  Oakford  and 

Phillip  Price  who  requested  to  be  released.^"    In  the  first 

month  of  the  year  following  there  was  produced  a  report  by 

A  digest  ^^^  committee,  which  in  fact  became  the  governing  document 

of  report  for  the  schools  established  and  to  be  established  in  Darby.®^ 

of  1790  There  is  presented  here  a  digest  of  the  report;    a  complete 

statement  of  it  may  be  foimd  in  Chapter  II. 

1.  Recalling  the  advices  of  the  yearly  meeting,  they 
recognize : 

a.  the  advantages  arising  from  established  schools,  and 
h.  the  losses  sustained  from  a  want  thereof. 

2.  Therefore  it  is  agreed  that  in  the  future  five  Friends 
should  be  appointed  and  called  the  Overseers  of  Darby  School, 
three  of  them  to  be  sufficient  number  to  transact  business. 

3.  Their  duties: 

a.  Visit  the  school. 

h.  Examine  the  progress  of  the  scholars. 

c.  Inspect  the  teacher's  conduct. 

d.  Employ   teachers,    with   the   approbation   of   the 

meeting. 

e.  Discharge  them  in  similar  manner,  if  cause  therefor 

arise. 
/.   Discharge  unruly  pupils,  who  will  not  submit  to  the 
rules  of  the  school. 
I  g.  Settle  all  differences  arising  between  the  master  and 

any  employers. 
h.  Devise  some  plan  for  raising  permanent  funds  for 
the  school ;  also  to  receive  interest  from  the  trus- 
tees of  donations  given  for  education  of  the  poor, 
and  apply  the  same  as  intended. 


"Min.  Darby  Mo.  Mtg..,  3 — 29 — 1787,  68. 
^^Ibid.,  II — I — 1787,  79. 
^^Ibid.,  4—2—1789,  99f. 


Schools  of  Delaware  County 


157 


t.  Aid  the  trustees  in  getting  better  securities  for  the 

same. 
;'.   Minutes  of  their  proceedings  are  to  be  kept  and 

reports  made  to  the  monthly  meeting  once  a  year, 

and  at  other  times  if  called  for.^^ 

In  1792  the  new  overseers  reported  they  had  continued  to 
visit  the  school  and  inspect  the  learning  of  the  children,  which 
they  did  with  satisfaction,  implying  that  all  conditions  were 
as  desired. ^^  In  the  eleventh  month  four  new  members  were 
appointed  to  the  school  overseers;^  as  it  is  not  stated  that 
any  had  been  released,  we  are  uncertain  as  to  whether  the 
number  required  had  been  increased  or  not ;  quite  likely  they 
were  appointed  only  for  temporary  assistance.  In  1793  it 
was  reported  from  the  school  overseers  that  Benjamin  Lobb 
had  agreed  to  grant  a  lot  of  ground  on  the  upper  part  of  his 
plantation,  to  build  a  schoolhouse  upon;  the  overseers  pro- 
posed that  the  expenses  be  defrayed  by  subscription."  A 
subscription  was  started  for  the  same,  and  Friends  desired  to 
forward  it,  that  the  school  might  be  begun.^  The  cost  of 
this  school  was  estimated  at  £110.**  It  is  not  known  just 
when  this  school  under  Friends'  care  was  begun  in  Upper 
Darby  but  at  various  stages  these  things  are  known  about  it. 
(i)  On  the  28th  of  the  third  month,  1793,  it  was  reported  that 
Lobb  had  offered  the  groimd,  (2)  the  cost  of  the  building  was 
estimated,  fifth  month,  second,  1793,  at  £110,  (3)  eighth 
month,  twelfth,  1793,  the  Chester  Quarterly  Meeting  received 
the  report  that  Darby  was  going  to  estabUsh  a  school  for 
Friends,  (4)  in  1796  the  committee  of  overseers  reported,  "our 
school  has  been  kept  in  good  degree  accordingly  as  desired  by 
the  yearly  meeting, "^^  (5)  the  committee  of  overseers  still 
mention  but  one  school  under  their  care  and  (6)  eighth  month, 
second,  1798,  the  school  overseers  report  that  the  schools  are 
kept  as  recommended  by  the  yearly  meeting.     It  would 


"Min.  Darby  Mo.  Mtg.,  i — 28 — 1790,  114.     (For  entire  report  see 
page  23).  '^Ibid.,  8—2—1792,  157. 

"Ibid.,  II — 29 — 1792,  160. 
'*Ibid.,  3—28—1793,  165. 
'^Ibid.,  5 — 2 — 1793,  166. 

"Ibid.,  7 — 26 — 1796,  207. 


New  over- 
seers added 
temporarily 


Schoolhouse 
to  be  built 
on  Lobb  lot 
by  sub- 
scription 


Not  b^un 
until  1797 
or  1798 


158  Early  Quaker  Education  in  Pennsylvania 


The  state 
of  education 
in  1797  and 


1798 


Support  of 
schools  by 
legacies 


appear  then  that  the  school  did  not  actually  begin  until 
some  time  between  1797  and  1798,^^  since  all  prior  reports  had 
recognized  but  one  school. 

Mr.  Jordan  states  that  in  1779  a  deed  set  aside  24  perches 
of  ground  in  upper  Darby  on  the  Darby-Haverford  Road  for 
the  use  of  schools.®^  This  seems  to  have  no  connection  with 
the  schools  established  by  the  meeting;  it  was  the  first 
official  deed  for  ground  for  schools,  but  many  bequests  of 
great  value  had  been  made  previously.^"  The  text  of  the 
minutes  recording  these  bequests  follows  on  a  later  page. 

The  state  of  schools  as  reported  by  the  committee  in  1797 
was  as  follows: 

Our  school  has  been  kept  since  last  accounts  ....  as  recom- 
mended by  the  Yearly  Meeting;  visited  by  the  overseers  and  the  schol- 
ars learning  inspected  to  a  good  degree  of  satisfaction.  There  has  been 
expended  for  schoohng  children  of  Friends  and  others  the  sum  of 
£12/10  and  on  settlement  there  appears  a  balance  in  the  treasurer's 
hands  of  £6/15/5;  the  stock  remains  the  same  as  at  last  year.  Signed 
.     .     .     .     Morris  Truman,  Isaac  Oakford,  and  John  Hunt.^i 

As  mentioned  above,  the  second  school  in  Upper  Darby 
seems  to  have  been  put  into  operation  by  1798.  The  com- 
mittee's report,  summarized,  is  as  the  following. ^^ 

1.  Schools  kept  as  recommended  by  the  yearly  meeting 
since  last  year. 

2.  Scholars'  learning  has  been  inspected. 

3.  Schools  have  been  visited. 

4.  Children  of  the  poor  and  of  others  have  been  schooled. 

5.  Stock  remains  at  £14/00/00  as  last  year. 

Signed  Truman  Morris,  John  Hunt  and  Isaac  Oakford. 

As  has  been  previously  suggested  the  financial  assistance  to 
Darby  schools  came  in  a  very  considerable  measure  from 
legacies,  left  from  time  to  time,  but  it  was  also  neccessary  to 
use  subscription  and  rate  plans  for  school  support.  The  text 
of  one  of  these  bequests,  as  recorded  in  the  Darby  records,  is 
given  below. 


'^Min.  Darby  Mo.  Mtg.,  8 — 2 — 1798,  243. 

^'Jordan,  II,  432. 

^"Min.  Darby  Mo.  Mtg.  1739,  258;   7 — ^5 — 1750,  322. 

"/Wd.,  8 — 3 — 1797,  226. 

"^Ibid.,  8—2—1798,  243. 


Schools  of  Delaware  County 


159 


Likewise  I  give  and  bequeath  to  my  friend  John  Grifl&th,  Thomas 
Pearson,  and  Samuel  Bunting,  all  of  Darby  aforesaid,  the  sura  of  £50, 
nevertheless  my  aforesaid  gift  and  bequest  to  them  is  only  in  trust,  that 
they  the  said  John  Griffith,  Thomas  Pearson  and  Samuel  Bimting  shall 
reconvey  and  receive  from  the  hands  of  my  executors  aforesaid  the  sum 
of  £50  and  when  so  received,  put  out  the  said  monies  to  interest  on  good 
securities  with  the  approbation  of  the  monthly  meeting  of  the  people 
called  Quakers  in  Darby  aforesaid,  and  at  the  risk  of  those  benefitted 
thereby  and  so  from  time  to  time  forever,  with  the  approbation  of  the 
said  meeting  for  the  time  being.  To  the  intent  and  purpose  that  by 
and  out  of  the  interests  and  profits  thereof,  they  the  said  John  Griffiths 
.  .  .  .  pay  for  the  learning  to  read  and  write  of  such  and  so  many 
poor  Friends  children  in  unity  and  church  fellowship  with  the  said  people 
and  belonging  to  the  said  meeting,  as  the  said  meeting  shall  order  and 
appoint  from  time  to  time  forever,  and  when  any  of  my  said  trustees 
shall  die,  it  is  my  will  and  mind  that  the  said  meeting  shall  appoint 
another  to  succeed  and  so  from  time  to  time  forever." 

Smith's  History  of  Delaware  County  states  that  as  early  as 
1788  there  was  a  school  established  at  Radnor.''^  The  first 
reference  to  a  school  found  in  the  Radnor  Monthly  Meeting's 
records  was  in  1731."'^  At  that  date  Richard  Harrison  and 
some  Friends 

signified  to  this  meeting  in  writing  that  the  meeting  appointed  last  7th 
month  to  be  kept  at  the  said  Richard's  schoolhouse  was  duly  and 
religiously  kept  and  further  requested  to  be  permitted  to  keep  an  after- 
noon meeting     ....     which  is  allowed  of  and  to  be  at  four  o'clock. 

The  school  had  doubtless  been  in  existence  for  at  least  a  short 
time  before  that.  Their  answers  to  the  fifth  query  in  1757 
state  that  they  are  careful  of  the  education  of  the  poor  and 
find  themselves  clear  of  placing  children  from  among 
Friends.^^    They  also,  at  that  date,  report  themselves  free  of 


"Min  Darby  Mo.,  Mtg.,  1739,  258.  (Other  bequests  were  made  by 
Blunstonand  .  .  .  the  value  of  which  in  179 1,  amounted  to  £97  15/6; 
the  committee  reporting  thereon,  add:  "we  are  united  in  opinion  it 
will  be  best  to  lay  out  the  money  in  a  building  on  the  meeting  lot  and  in 
order  thereto  have  had  an  estimate  made  for  a  house  16  ft.  by  26  ft. 
from  out  to  out,  two  stories  high  with  a  cellar  under  the  whole,  which 
amounts  to  £160  or  thereabouts."  (A  Committee  was  appointed  to  see 
whether  this  would  be  according  to  the  wish  of  the  donor.  Darby  Min- 
utes 12 — 29 — 1791,  145.  In  1792  the  committee  reported  it  would  be 
best  to  build  the  house  for  the  master's  accommodation  with  the  money 
of  the  legacies,  and  use  the  rents  arising  therefrom  for  the  schooling  of 
poor  children,  Darby  Minutes,  2 — 2 — 1792,  147.) 

''^Smith,  Hist,  of  Del.  County,  347. 

^*Min.  Radnor  Mo.  Mtg.,  i — 11 — 1731,  189. 

''^Ibid.,  I — II — 1757,  300. 


Radnor 

A  school 
mentioned 
in  1731 


The  poor 
educated 


i6o  Early  Quaker  Education  in  Pennsylvania 


Children 
apprenticed 


Making 
wills 
recom- 
mended 


Report  of 
quarterly 
meeting 


holding  slaves;"  likewise  in  1759,  in  regard  to  both.'^  In 
1768,  in  regard  to  a  case  of  apprenticing  children,  this  minute 
is  recorded  by  the  meeting: 

The  meeting  taking  the  request  to  reimburse  them  the  expense  accru- 
ing on  account  of  Jane  Atkinson,  deceased,  into  consideration,  came  to  a 
result  of  paying  them  as  soon  as  we  can,  and  as  there  is  one  of  her 
children  not  put  out  yet,  it  is  desired  Samuel  Humphreys  and  William 
Lawrence  would  take  some  care  in  putting  them  out.     .     .     .'" 

In  1759  we  find  that  Friends  are  reminded  by  the  monthly 
meeting  of  the  "necessary  duty"  of  making  their  wills  in  time 
of  health,  and  that  endeavors  are  used  to  apply  public  gifts 
to  the  uses  intended.^"  The  only  "uses  intended"  must  have 
been  for  some  of  these  purposes:  The  support  of  the  poor, 
their  education,  for  negro  support  and  education,  or  for  purely 
religious  purposes,  all  of  which,  the  last  one  excepted,  were,  in 
a  way,  if  we  may  judge  from  other  meetings'  practices,  educa- 
tional. The  suggestion  of  leaving  bequests  for  public  pur- 
poses, taken  in  connection  with  the  answers  to  the  fifth  and 
seventh  queries,  and  the  known  fact  that  there  was  a  school 
in  1 73 1,  lead  us  to  believe  that  the  Radnor  Meeting  was 
pretty  well  awake  to  educational  problems.  However  true 
that  may  be,  it  is  just  as  certain  that  any  exact  data  on  her 
schools  are  very  rare  for  the  early  period  before  1778.  In  that 
year  the  usual  declaration  of  the  yearly  meeting  at  Phila- 
delphia was  received  concerning  the  question  of  schools.  ^^ 

A  committee  of  the  quarterly  meeting  in  1778  produced  a 
report  embodying  certain  conclusions  arrived  at,  both  as  to 
causes  of  existing  evils  and  the  proposed  solutions.  Only  a 
digest  of  this  report  can  be  given  here.*' 

1.  We  believe  it  a  subject  of  much  importance. 

2.  Corruptions  have  been  introduced  by  mingling  in  out- 
side schools. 

3.  It  is  necessary  to  have  schools  under  masters  and  mis- 
tresses who  take  care  of  religious  education. 


"Min.  Radnor  Mo.  Mtg.,  see  also  page228,  chapter  on  Negro  education. 

'*Min.  Radnor  Mo.  Mtg.,  4 — 10 — 1759,  28. 

''^Ibid.,  12— 8— 1768,  220. 

so/Mi.,  I— 7— 1759,  18. 

'^Advices,  250. 

«2Min.  Radnor  Mo.  Mtg.,  8 — 14 — 1778,  133. 


Schools  of  Delaware  County 


i6i 


4.  We  believe  it  oixr  duty  to  spread  the  work  through  the 
yearly  meeting. 

The  effect  of  the  yearly  and  quarterly  meetings'  suggestions 
was  the  appointment  of  Samuel  Briggs,  William  Lawrence, 
Jacob  Jones,  John  Robeson,  Samuel  Richards,  and  Daniel 
Maule  to  attend  to  the  affairs  of  education,  "as  may  be 
opened  in  the  wisdom  of  truth. "^  This  last  may,  to  our 
modem  way  of  thinking,  suggest  rather  a  blind  guidance,  but 
not  so  to  the  old  time  Friends.  The  report  to  the  quarterly 
meeting  in  1779  does  not  suggest  that  any  progress  has  been 
made,  as  was  desired,  save  in  respect  to  the  masters  employed 
in  the  schools. 

.  .  .  .  to  attend  the  ensuing  quarterly  meeting  at  Philadelphia, 
and  report,  that  the  ....  answers  are  to  be  transmitted  as  nearly 
our  state.  That  some  care  has  been  taken  to  advise  such  negroes  who 
have  been  restored  to  freedom.  That  the  proposals  respecting  schools 
have  been  under  consideration  and  some  essays  made  by  employing 
masters  who  are  Friends.  That  small  progress  has  been  made  as  yet  in 
laboring  for  the  pious  education  of  the  youth.** 

The  next  step,  as  reported  in  1781,  was  the  appointment  of 
Friends  to  attend  each  of  the  preparative  meetings  and  to  do 
all  possible  "to  spread  the  concern"  of  schools  and  excite  an 
attention  thereunto.  No  visits  were  as  yet  made  to  individ- 
ual families,  and  the  general  feeling  of  the  meeting  appeared 
to  be  that  not  much  progress  had  been  made.^  When  read- 
ing these  reports  of  the  monthly  meetings  it  is  well  to  keep 
in  mind  the  chief  things  which  the  yearly  meeting  had 
desired,  (i)  the  establishment  of  permanent  school  funds,  (2) 
employment  of  Friends  as  teachers,  (3)  houses  and  permanent 
lands,  gardens  and  so  forth  to  he  provided  for  the  accommodation 
of  the  masters,  etc.  With  this  in  mind  it  is  easy  to  see  that 
the  report  of  the  meetings  might  be  rather  faltering  even 
though  they  were  in  som^^nner  supplied  with  the  benefits 
of  education.  In  1781  the  quarterly  meeting  advised  those 
still  unsuccessful  in  their  attempts  to  meet  the  set  standards 
"should  be  animated  and  encouraged  to  give  weighty  atten- 


Committee 
appointed 
on  education 


Preparatives 
visited 


The  demands 
of  the  yearly 
meeting 


«*Min.  Radnor  Mo.  Mtg.,  10 — 13 — 1778,  139. 
^Ibid.,  7 — 13 — 1779,  169. 
^Ibid.,  7 — 10 — 1 78 1,  233. 


1 62  Early  Qimker  Education  in  Pennsylvania 


Purchase  of 
ground  pro- 
posed ' 


Report  of 
1791 


Two  schools 
under 
Friends' 
meeting 


Haverford 
and  Radnor 


tion  to  this  important  matter."*^  The  only  success  achieved 
by  Radnor,  according  to  their  own  report,  was  in  the  employ- 
ment of  Friends  for  school  masters.^     In  1786, 

The  important  subjects  ....  relative  to  schools  engages  in 
some  degree  the  minds  of  Friends  here  but  have  little  further  to  mention 
at  present  saving  that  the  teachers  employed  in  several  schools  appear  to 
be  those  in  religious  profession  with  Friends." 

In  1 790  it  was  reported  that  one  of  the  preparative  meetings 
was  considering  the  purchase  of  a  lot  of  ground  for  the  purpose 
of  schools,*^  probably  that  of  Haverford.  In  July  1791  the 
committee  on  school  affairs  gave  a  pretty  full  report,  at  any 
rate  the  best  we  can  get,  on  the  condition  of  Radnor's  schools 
situated  in  each  of  the  preparative  meetings.  The  statement 
issued  by  the  committee  was  the  following: 

The  committee  on  schools  also  produced  their  report  thereon  in  writing 
as  follows — We  ....  take  the  interesting  subject  of  schools  into 
consideration,  and  to  visit  those  wherein  either  our  preparatives  are  con- 
cerned, have  given  unction  thereto,  and  find  that  although  there  are 
divers  schools  kept  in  the  compass  of  the  monthly  meeting,  two  only 
appear  subject  to  the  rule  and  direction  of  Friends,  the  one  being  at 
Haverford,  kept  in  a  house  erected  in  a  small  lot  of  ground  belonging  to 
that  meeting :  This  school  v/e  visited  in  company  with  a  committee  of 
that  preparative,  which  to  us  seems  under  its  present  circumstances 
tolerably  well  conducted;  but  it  does  not  appear  there  are  funds  estab- 
lished, the  salary  of  the  master  being  made  up  by  the  neighborhood  sub- 
scription. .  .  .  some  poor  children  principally  are  taught,  the 
expense  whereof  is  defrayed  out  of  a  small  annual  income  arising  from  a 
sum  left  by  a  friend  for  such  uses. — The  other  school  is  at  Radnor,  the 
house  being  Friends'  property  also;  on  a  visit  made  to  this  scliool  in  com- 
pany of  a  committee  of  that  preparative  meeting,  we  found  it  large  at  the 
time  and  under  rules  which  appeared  pretty  well  adapted  for  the  govern- 
ment thereof,  but  the  salary  there,  as  in  the  aforementioned  school, 
depends  on  the  transient  subscription,  and  therefore  uncertain.  At 
Merion  and  the  Valley  we  have  not  discovered  any  progress  made  in 
laying  a  foundation  for  schools  in  the  way  proposed  by  the  Yearly 
Meeting.  After  considering  this  weighty  subject  with  attention  •we  are 
of  the  mind  the  several  preparatives  (notwithstanding  difficulties  may 
occur)  should  be  encouraged  to  a  continuance  of  care  and  exertion 
herein  as  strength  may  be  afforded;    in  order  to  carry  into  effect  this 


««Min.  Phila.  Q.  Mtg.,  8— 6—1 781,  235. 
*^Min.  Radnor  Mo.  Mtg.,  9—7 — 1782,  260. 
^^Ibid.,  7 — II — 1786,  4. 
^^Ibid.,  7 — 13 — 1790,  8. 


Schools  of  Delaware  County 


163 


desirable  object  among  us. — Signed  on  behalf  of  the  said  committee  by 
James  Jones.  ^^ 

The  definition  of  the  time  when  Concord  established  its  first 
schools  under  the  meeting's  care,  is  only  possible  within  rather 
extended  limits.  We  can  only  say  that  at  such  a  time  certain 
schools  were  in  existence;  earHer  than  that  we  have  no 
authentic  source  of  information.  Jordan,  in  his  History  of 
Delaware  County,  places  the  date  of  Birmingham's  first  school 
as  1806,'^  it  being  built  on  a  lot  conveyed  for  that  purpose  by 
John  Burgess.  From  the  report  of  the  Concord  Monthly 
Meeting  in  1779,  which  will  be  presented  later,  it  appears  that 
Birmingham  had  a  school  at  that  date  which  was  estabHshed 
"in  some  measure  agreeable  to  the  demands  of  the  yearly 
meeting.  "'^  It  is  spoken  of  as  a  regularly  established  school, 
which  the  writer  has  foimd  in  most  meetings  to  mean  that  a 
house,  master,  funds,  and  sometimes  a  permanent  lot  were 
provided.  This  is  merely  suggestive.  It  certainly  does  not 
prove  that  there  was  a  lot  and  building  provided,  but  the 
indications  are  in  favor  of  that,  rather  than  against  it.  The 
same  author,  in  reference  to  Upper  Chichester,  states. 

In  1793  the  Society  of  Friends  established  a  school  in  Upper  Chi- 
chester which  was  maintained  by  the  Society  imtil  the  public  school 
system  was  introduced.  ** 

The  source  for  the  statement  is  not  given,  but  it  appears  it 
must  be  subject  to  the  like  inaccuracy  suggested  above  in 
reference  to  Birmingham. 

The  report  of  the  school  committee  which  seems  to  contra- 
vert  the  time  of  the  estabUshment  of  schools,  given  by  Jordan, 
is  herewith  included. 

We  of  the  committee  appointed  to  the  care  of  schools  and  education 
of  the  youth,  report  we  have  in  some  degree  attended  to  the  importance 
of  the  service,  have  lately  visited  two  schools,  which  are  now  established 
in  some  measure  agreeable  to  the  concern  of  the  Yearly  Meeting  as 
recommended  in  the  extracts  for  that  purpose.     .     .     . 

One  of  which  in  the  verge  of  Chichester,  the  other  Birmingham  particu- 
lar meeting;  which  visits,  on  observing  the  economy  and  regularity  of 
said  schools,  have  afforded  us  much  satisfaction.     With  increasing  desires 

'°Min.  Radnor  Mo.  Mtg.,  7 — 12 — 1791,  24. 
"Jordan,  II,  429. 

"Min.  Concord  Mo.  Mtg.,  8 — ^4 — 1779,94. 
"Jordan,  II,  430. 


Concord 


Birmingham 
School  at 
least  as 
early  as 
1779 


School  at 
Chichester 


Report  of 
1779 


Two  schools 


164  Early  Quaker  Education  in  Pennsylvania 


Committee 
visits  pre- 
paratives 


Report  of 
1786  and 


1787 

Three 

schools 


for  the  establishment  of  another  in  the  verge  of  Concord  which  vmitedly 
appears  to  be  much  wanting  as  divers  Friends  now  labor  under  very- 
considerable  inconvenience  for  want  thereof.  Signed  by  nine  of  the 
committee.'* 

In  1780  the  minutes  of  the  meeting  state  that  another  full 
report  on  schools  was  brought  in,  but  such  a  report  is  not 
found  in  the  minutes.  In  1 7  8 1 ,  the  question  being  revived  by 
the  receipt  of  the  yearly  meeting's  extracts,  a  committee  of 
Joshua  Sharpe,  Richard  Strode,  Hugh  Judge,  Samuel  Trimble, 
George  Martin,  and  Caleb  Pierce  were  appointed  to  take  the 
extracts  and  visit  each  of  the  preparative  meetings,  at  which 
they  were  to  be  read.^^  They  further  directed  the  time  for 
Birmingham  to  hold  their  meeting,  so  that  the  visit  of  the 
committee  might  be  arranged. ^^  It  is  known  that  these  visits 
were  performed,  and  others  following  that  date.^'' 

It  was  noted  in  the  committee's  report  presented  in  1779, 
that  Concord  did  not  yet  have  a  school  under  its  care,^* 
though  one  was  desired.  The  report  of  1786  indicates  that 
all  of  the  preparatives  were  at  that  time  supplied.  A 
digest  of  the  said  report  is  produced  here,  also  that  of  1787. 

The  committee  informed  this  meeting  that  they  have  appointed  John 
Pierce  Treasurer  for  Chichester,  Joseph  Trimble  for  Concord,  and  Wil- 
liam Townsend  for  Birmingham.  We  also  agree  to  report,  agreeable  to 
the  request  of  the  quarterly  meeting.     .     .     ." 

Digest  of  their  report. 

1.  We  have  a  school  and  house  at  each  preparative  meet- 
ing— agreeable  to  the  plan  of  the  yearly  meeting. 

2.  They  are  under  the  care  of  a  steady  committee  of  our 
monthly  meeting. 

3.  Schools  are  conducted  to  the  good  satisfaction  of 
Friends. 

4.  One  of  them  at  present  is  vacant. 

5.  We  have  also  agreed  upon  a  plan  to  establish  a  fund 
for  the  education  of  poor  children ;  also  for  the  support  of  the 
said  schools. 


»*Min.  Concord  Mo.  Mtg.,  8 — 4 — 1779,  94. 

^^Ibid.,  12 — 5 — 1 78 1,  193. 

^Ibid.  ^Ubid.,  3—3—1784,  275.  ^Hbid.,  8—4—1779,  94. 

^Ubid.,  8—9—1786,  370. 


Schools  of  Delaware  County 


165 


6.  There  is  a  treasurer  for  each  particular  meeting. 

7.  Not  much  progress  made  in  securing  funds,  up  to  date. 

The  report  of  the  next  year,  1787,  was:^°° 

1.  The  three  schools  visited. 

2.  Are  conducted  to  a  good  degree  of  satisfaction. 

3.  Chichester  is  at  present  vacant. 

4.  Request  a  future  tirging  and  some  advice  of  the  yearly 
meeting. 

The  encouragement  given  to  the  school  of  Concord  through 
individual  philanthropy  is  to  be  noted  in  the  will  of  Nathan 
Yamall,  an  extract  from  which  appeared  in  the  Concord 
minutes. 

I  give  and  bequeath  the  sum  of  £50  to  be  appropriated  for  the  use  of 
Friends  School  at  Concord,  if  established  agreeable  to  the  plan  recom- 
mended by  the  Yearly  Meeting  last  year,  to  be  paid  into  the  hands  of 
the  committee  appointed  for  the  establishment  of  the  said  school.  .  .  . 
It  appears  that  Samuel  Trimble,  Morris  Jones,  William  Trimble,  and 
Caleb  Pierce  are  a  committee  appointed  by  the  Concord  Preparative 
meeting  to  take  the  immediate  care  and  oversight  of  that  school.  They 
.     .     .     .    and  to  make  report  to  next  meeting."^ 

Such  aid  as  this  doubtless  hastened  the  coming  of  the  first 
school  which  was  reported  by  the  committee  in  1786.^"^ 


Schools 
encouraged 
by  individual 
philanthropy 


SUMMARY 

The  establishment  of  schools  in  Chester,  Radnor,  Darby 
and  Concord  meetings  is  discussed  in  this  chapter. 

There  is  evidence  that  education  was  provided  for  some 
children  in  Chester  before  the  Quakers  came  to  the  colony. 
The  first  meetings  at  Chester  were  held  in  the  Court  House, 
but  land  for  a  meeting  house  was  devised  in  1688.  The  first 
property  devised  for  school  purposes  was  that  of  Hoskdns  in 
1769.  A  schooUiouse  was  built  on  the  land  in  1770.  A 
school  is  said  to  have  been  at  Middletown  in  1740,  in  a  building 
donated  by  Thomas  Yamall  and  Thomas  Minshall.  Land 
was  also  given  for  schools  in  1791  by  Enock  Taylor  and  his 
wife.     About  1778  the  usual  committees  were  appointed  and 


The 
meetings 


Chester 


Land 

devised  for 
schools 


"»Min.  Concord  Mo.  Mtg.,  8—8—1787,  397, 

"i/6t<i.,  6 — 5 — 1782,  213.  i"/Wd., 8 — 9—1786,370;  seepage  164. 


i66 


Early  Quaker  Education  in  Pennsylvania 


Three 
schools 

Darby 


Committees 
cooperate 

Two  schools 


Radnor 


Two  schools 
tinder  charge 
of  meeting 


Concord 


Two  schools 
1779 


subscription  plans  formulated.  At  the  end  of  the  century- 
three  schools  were  reported  under  Friends'  care. 

The  first  school  at  Darby  was  taught  by  Benjamin  Clift  in 
1692,  1693  ^nd  perhaps  longer,  though  no  further  record  is 
found.  Not  much  progress  is  noticed  until  about  1778, 
when  the  quarterly  and  monthly  meetings'  committees  united 
on  the  subject  of  schools.  A  schooUiouse  was  erected  be- 
tween 1779  and  1 781.  According  to  reports  of  1784  and  1790 
the  Darby  School  was  satisfactorily  situated.  A  new  school 
in  Upper  Darby  on  Benjamin  Lobb's  lot  was  proposed  in 
1793,  but  not  built  before  1798.  Two  schools,  kept  as 
recommended,  are  reported  in  1798. 

Smith  says  that  as  early  as  1 788  there  was  a  school  at  Radnor. 
The  meeting  records  mention  one  as  early  as  1731.  The 
meeting  was  active  in  educating  and  apprenticing  the  poor. 
The  reports,  however,  do  not  indicate  that  they  were  very 
successful  in  meeting  the  standards  set  by  the  yearly  meeting 
for  the  schools.  In  1791  one  of  the  preparatives,  probably 
Haverford,  considered  the  purchase  of  grounds  for  a  school. 
A  full  report  of  the  same  year  shows  two  schools  (Radnor  and 
Haverford)  which  are  subject  to  the  control  of  the  monthly 
meeting.  Merion  and  the  Valley  had  no  schools  established 
according  to  the  plan  proposed. 

The  very  early  state  of  Concord's  schools  has  not  been 
determined,  though  one  was  at  Birmingham  in  1779.  Mr. 
Jordan  is  inclined  to  place  the  date  of  Birmingham's  first 
school  about  1806.  The  date  stated  by  him  for  Chichester 
(1793)  also  seems  to  be  too  late.  The  minutes  recognize  the 
Birmingham  school  in  1779  and  also  one  at  Chichester  at  the 
same  date.  In  1787  one  school  is  reported  for  each  prepara- 
tive meeting,  Concord,  Chichester,  and  Birmingham. 


CHAPTER  IX 

SCHOOL  SUPPORT,  ORGANIZATION,  AND 
CURRICULUM 


SUPPORT 

At  various  times  in  the  course  of  this  study,  it  has  been 
mentioned  that  the  activities  of  the  lower  branches  of  the 
meeting  organization  were  directed  by  means  of  advices  sent 
out  from  the  yearly  meetings.  These  advices,  particularly  at 
the  earlier  dates,  were  of  a  very  general  nature,  and,  as  one 
would  judge  from  the  name,  were  only  recommendations  as 
to  what  should  be  done,  with  occasional  expressions  of  appro- 
bation or  reproof  as  the  action  of  the  constituent  meetings 
merited.  As  years  went  on,  however,  the  advices  became  of 
more  consequence,  sometimes  mapping  out  plans  of  action 
in  considerable  detail.^  One  of  the  questions  which  came  to 
demand  a  great  deal  of  attention  was  that  of  supporting 
teachers  in  the  schools.  Great  trouble  had  always  been 
experienced  in  getting  masters,  properly  qualified  mentally 
and  morally,  who  would  continue  long  in  the  same  place  of 
service.  The  suggestions  of  the  yearly  meeting  in  1750 
sought  to  remedy  that  serious  condition.  The  opinion  then 
expressed  was  that, 

the  most  likely  means  to  induce  such  persons  to  tmdertake  the  business 
will  be  to  have  some  certain  income  fixed,  in  consideration  of  which,  they 
should  be  obliged  to  teach  so  many  children  on  behalf  of  each  monthly 
meeting,  as  said  monthly  meeting  might  judge  adequate  to  the  salary 
and  that  no  person  should  receive  the  benefit  of  the  salary,  without  the 
appointment  of  the  said  meeting.* 

It  was  directed  that  the  meeting's  clerk  send  copies  of  the 
above  recommendation  to  all  quarterly  meetings,  which  were 


'For  example,  the  plan  suggested  in  1746  and  elaborated  in  the  years 
following. 
'Advices,  250. 

(167) 


Problem  of 
support 


A  fixed 
salary 

necessary^to 
secure  better 
teachers  and 
retain  them 


i68 


Early  Quaker  Education  in  Pennsylvania 


A  weakness 
of  the  meet- 
ing organiza- 
tion 


How  recom- 
mendations 
reached  the 
lower 
meetings 


Function  of 
committees 
appointed 


in  turn  to  supply  each  of  their  monthly  meetings  and  direct 
them  to  send  in  a  report  to  the  next  yearly  meeting.^ 

The  above  is  cited  as  one  of  many  similar  recommenda- 
tions; and,  without  the  presentation  of  any  more  of  them,  it 
may  be  well  to  point  out  one  of  the  great  weaknesses  of  the 
system — that  weakness  being  the  lack  of  a  strong  central  con- 
trol in  the  organization  which  could  formulate  plans  and 
compel  them  to  be  carried  into  execution.  A  financial  plan 
based  on  that  idea  would  no  doubt  have  resulted  quite 
differently  than  did  the  one  pursued,  which  left  it  wholly  to 
the  determination  of  the  locality  whether  they  would  settle 
regular  funds  for  the  schools.  Since  this  study  is  historical 
we  shall  limit  ourselves  to  that  point  of  view  exclusively. 
Let  us  notice  then  the  reception  of  the  recommendations  in 
the  case  of  a  few  meetings,  tracing  it  to  the  lowest  meeting 
whence,  in  the  last  analysis,  the  funds  usually  came. 

What  became  of  the  recommendation  when  it  had  been 
sent  out  from  the  yearly  meeting?  In  some  cases  committees 
were  appointed  in  the  quarterly  meetings  to  which  it  came. 
An  instance  of  this  is  the  case  of  Concord  Quarterly  Meeting 
which  in  1754  appointed  a  committee  to  inspect  and  examine 
the  accounts  and  all  moneys  which  were  given  to  charitable 
and  educational  purposes.*  At  another  time  Concord 
appointed  a  committee  to  visit  the  monthly  and  preparative 
meetings  to  ascertain  the  state  of  schools  among  them;  this 
committee  reported  soon  after  that  they  had  visited  the 
meetings  but  that  not  much  had  been  done  in  regard  to 
schools.*  The  appointment  of  these  committees  was  quite  a 
common  practice  and,  no  doubt,  they  had  considerable 
influence.  They  often  worked  with  the  committees  of  the 
monthly  meetings,^  and  in  some  instances  produced  very  full 
reports  of  their  activity,  which  they,  of  course,  forwarded  to 
the  yearly  meeting.^  The  duties  in  general  performed  by  the 
quarterly  meetings,  as  doers  of  the  yearly  meeting's  will,  were 
as  follows: 


'Advices,  250, 

*Min.  Concord  Q.  Mtg.,  8 — 12 — 1754,  218. 
^Ibid.,  8— 10— 1778,  358.  Hbid.,  8—9—1784,  413. 

''Ibid.,  8 — 12 — 1793,  477;    Min.  Warrington  and  Fairfax  Q. 
9—20—1784,  175  ff- 


Mtg., 


School  Support,  Organization  and  Curriculum        169 


1.  To  transmit  the  advices  through  the  representatives 
to  the  various  monthly  meetings. 

2.  To  appoint  committees  (a)  for  investigation  and  (6)  for 
cooperation  with  those  in  the  monthly  meetings. 

3.  To  collect  reports  and  make  final  report  for  their 
locality  to  the  yearly  meeting. 

4.  At  some  stages  of  development  the  quarterly  per- 
formed some  duties  later  performed  by  the  monthly  meeting.^ 

What  became  of  the  recommendation  when  sent  on  from 
quarterly  meeting?  After  arriving  at  and  being  perused  by 
the  monthly,  they  were  always  sent  by  the  representatives 
back  to  the  various  particulars,  or  preparatives,  there  to  be 
considered  also.®  The  preparative  meeting  was  not  pri- 
marily a  "record-meeting"  and  little  can  be  found  of  their 
organization,  if  they  had  any,  for  raising  funds,  save  from  the 
reports  of  the  monthly  meetings.  This  does  not  mean,  how- 
ever, that  the  preparatives  did  not  share  in  raising  the  funds; 
it  means  only  that  the  organization  for  so  doing  was  in  the 
monthly  meeting.*"  The  plans  adopted  by  that  body  were 
drawn  up  in  the  most  part  by  a  committee  which  was  repre- 
sentative of  each  particular  meeting.  Let  us  examine  briefly 
the  general  nature  of  the  plans  proposed  by  some  of  the 
meetings  for  establishing  permanent  funds.  Only  those  of 
two  or  three  will  be  mentioned,  as  there  was  great  similarity 
in  all  of  them.  The  text  of  the  plan  for  some  of  the  meetings 
may  be  found  in  the  chapter  in  which  those  meetings  are 
considered." 

In  1796  the  minutes  of  Kennett  recorded  a  plan  their  com- 
mittee had  devised  for  the  establishment  of  a  permanent 
fund.  As  has  already  been  suggested,  one  of  the  greatest 
weaknesses  of  the  whole  system  was  that  everything  was  done 
upon  individual  choice.^    That  is  probably  the  first  thing  to 


*Phila.  Q.  Mtg.  in  the  earliest  years  transacted  considerable  detail 
business,  which,  years  later,  it  did  not  touch. 

'Several  definite  references  are:  Min.  Middletown  Mo.  Mtg.,  6 — 6 — 
1778,  409  and  12 — 4 — 1783,  562;  Min.  Horsham  Mo.  Mtg.,  II, 
12 — 28 — 1796. 

^''Min.  London  Grove"  Mo.  Mtg.,  11 — 4 — 1795 — 78;  Min.  Darbv  Mo. 
Mtg.,  2— 3— 1791,  133. 

"To  tura  to  the  text  of  a  plan  of  subscription,  see  "school  support"  in 
index. 

'^See  page  168. 


Duties  of 
the  quarterly 
meeting 
summarized 


Procedure  in 
the  monthly 
meeting 


I70 


Early  Quaker  Education  in  Pennsylvania 


Kennett 
plans  for 
raising 
funds 
summarized 


Similar  plans 

by  Darby, 

London 

Grove, 

Buckingham 

Sadsbury, 

and  others 


strike  the  reader's  attention  as  he  looks  over  the  plans 
devised.  We  will  state  as  concisely  as  possible  the  chief 
points. 

(a)  Subscriptions  were  voluntary,  and  if  a  note  were  given 
it  bore  interest  at  5%; 

(6)  There  was  a  regularly  constituted  board  of  trustees 
for  the  funds; 

(c)  Record  was  to  be  kept  of  receipts  and  expenditures  and 
reported  to  the  monthly  meeting; 

{d)  All  money  paid  in  was  to  be  vested  in  real  property  as 
soon  as  possible; 

{e)  Disagreement  among  the  trustees  must  be  settled 
before  the  monthly  meeting; 

(/)  Funds  were  to  be  used  for  paying  salaries  or  keeping 
buildings  in  repair  provided  the  amount  of  the  principal  fund 
be  not  lessened.  ^^  From  reports  of  the  success  in  establishing 
schools  in  Kennett  meeting,  ^^  one  must  believe  that  their 
trustees  managed  the  funds  wisely  and  that  subscriptions 
were  generously  made,  but  their  exact  financial  state  is  not 
given. 

Similar  plans  were  devised  by  many  other  meetings,  such 
as  London  Grove,^^  Darby,^^  Sadsbury,"  and  Buckingham.^* 
In  all  the  outstanding  characteristics  are  the  same  as  those 
mentioned  in  the  Kennett  plan.  One  very  interesting 
characteristic  which  frequently  recurs,  is  that  in  the  fifth  rule 
of  Kennett  which  allows  that  the  funds  may  be  used  also  for 
the  poor,  who  are  not  members  of  Friends. ^^ 

Other  forms  of  support  besides  the  subscription  just  men- 
tioned were,  (i)  legacies,  given  on  terms  determined  at  the  will 
of  the  donors,  (2)  fees,  and,  occasionally,  (3)  issue  oj  bonds  for 
rather  small  sums,  which  were  needed  in  case  of  emergency, 
such  as  completing  a  school  house  which  had  been  begun. 
An  instance  of  the  third  method  occurred  in  1701  when  Phila- 
delphia Monthly  Meeting  agreed  that  £100  be  raised  in  that 


i^Min.  Kennett  Mo.  Mtg.,  12 — 15 — 1796,  146, 
^*Ibid.,  8— 16— 1798,  199. 

"Min.  London  Grove  Mo.  Mtg.,  11 — 4. — 1795,  78. 
"Min.  Darby  Mo.  Mtg.,  2 — 3 — 1791,  133. 
"Min.  Sadsbury  Mo.  Mtg.,  12 — 10 — 1793,  128. 
"Min.  Buckingham  Mo.  Mtg.,  4 — i — 1793,  302. 
"Min.  Kennett  Mo.  Mtg.,  12 — 15 — 1796,  146. 


School  Support,  Organization  and  Curriculum      171 


manner  for  completing  the  work  on  the  school  house.^" 
Many  similar  instances  were  found  in  records  of  other  meet- 
ings. The  rate  system  was  so  commonly  used  as  a  means  of 
support  in  the  early  schools  that  it  needs  no  special  attention 
here.  Some  of  the  rates  paid  for  teaching  will  be  noted  in  a 
later  presentation  of  masters'  salaries.  Legacies  have  been 
very  frequently  mentioned  in  previous  chapters  and  it  is  here 
necessary  only  to  call  attention  to  the  chief  characteristics  of 
the  bequests  and  refer  the  reader  to  previous  chapters  if  he 
wishes  to  examine  the  text  of  them.^^  The  common  charac- 
teristics are: 

(i)  Entirely  voluntary,  though  the  making  of  them  was 
frequently  urged  by  the  meeting^^  and  was  in  fact  the  concern 
of  the  queries  which  were  regularly  sent  out.  By  this  means 
the  yearly  meeting  was  informed  of  the  interest  taken  in 
making  donations. 

(2)  Almost  imiversally  consisted  of  (a)  sums  of  money  or 
(b)  land. 

(3)  The  donor  chose  trustees  in  the  meeting  to  be  subject 
to  its  direction. 

(4)  The  ptupose  was  generally  definitely  stated;  also 
how  the  money  should  be  invested. 

An  entire  chapter  might  be  devoted  to  this  interesting  and 
very  important  means  of  support  of  the  Quaker  schools,  but 
much  less  space  must  stiffice.  The  value  of  it  may  be  indi- 
cated by  a  few  figures  given  in  statements  of  a  few  meetings 
and  school  records.  The  table  gives  the  yearly  value  of  the 
legacies  or  other  permanent  endowments  at  the  year  stated. 
The  list  is  not  complete,  due  to  inadequate  records,  but  may 
be  taken  as  indicative  of  the  extent  of  this  form  of 
support.* 


Main  char- 
of  acteristics 
the  bequests 
made 


The  value 
of  legacies 
in  a  few 
meetings 


"Min.  Phila.  Mo.  Mtg.,  10 — 26 — 1701,  316. 

*'To  find  the  text  of  legacies  granted,  turn  to  legacies,  in  the  index. 

*2Min.  Uwchlan  Mo.  Mtg.,  8 — 3 — 1763,  22. 

*Attention  is  called  to  the  fact  that  dttring  the  years  mentioned  in  the 
following  table  currency  greatly  depreciated.  This  depreciation  was 
most  marked  in  1779,  when,  in  January,  the  ratio  was  8  to  i;  and  in 
November  of  the  same  year  38^  to  i.  (See  Dewey,  D.  R.,  Financial 
History  of  U.  S.,  39;   also  page  212. 


172 


Early  Quaker  Education  in  Pennsylvania 


London 
advices  on 
education 


London 
advices 
stunmarized 


VALUE    OF    LEGACIES    FOR   SCHOOL 

SUPPORT 

For  whose  use                                                                Year 

Amount 

Overseers  of  Penn  Charter  School^        1776 

£574/00/11 

1-2 

Buckingham  Monthly  Meeting^*           1778 

244/  4/1 I 

1-2 

Buckingham  Monthly  M  eeting^*            1 793 

767/10/00 

Wrightstown  Monthly  M  eeting^^           1 790 

248/13/10 

Falls  Monthly  Meeting*^                         1 799 

777/  9/  4 

1-2 

Uwchlan  Monthly  Meeting''*                  1 784 

120/10/00 

Horsham  School  Committee*                 1 793 

351/  2/11 

ORGANIZATION 

The  machinery  of  organization  which  had  any  connection 
with  the  direction  of  the  school  system  has  abready  been  fre- 
quently referred  to.  It  is  the  same  organization  which  was 
discussed  in  Chapter  11.^^  It  has  further  been  pointed  out 
that  one  of  the  functions  of  the  head  of  this  organization,  the 
yearly  or  general  assembly,  was  to  issue  advices  for  the  direc- 
tion of  the  lower  imits.  These  advices  began  very  early,  so 
far  as  they  are  concerned  with  education.  In  1692  London 
Yearly  Meeting  warned  all  others  to  be  careful  of  a  "  Christian 
care  in  the  education  of  their  children,  "3°  and  followed  it 
successively  each  year  with  more  suggestions.^^  These 
advices  all  found  their  way  to  the  Yearly  Meeting  of 
Philadelphia  and  Burlington,  and  the  similarity  between  the 
advices  of  the  two  meetings  is  striking  but  not  surprising. 

It  may  be  convenient  for  the  reader  if  some  of  the  chief 
recommendations  of  the  London  Advices  are  stated  briefly, 
that  the  likeness  of  the  two  may  be  noted  later  when  we 
examine  those  of  Philadelphia.     They  are: 

I.     Education  is  to  be  useftd  and  practical.'^ 


^Min.  Penn  Charter  School  Overseers,  I,  301. 
2*Buckingham  Mo.  Mtg.,  12 — 7 — 1778,  194. 
^Ibid.,  4 — I — 1793,  302. 

i^Min.  Wrightstown  Mo.  Mtg.,  12 — 7 — 1790,  60. 
2'Min.  Falls  Mo.  Mtg.,  11— 6— 1799,  288. 
*8Min.  Uwchlan  Mo.  Mtg.,  2 — ^5 — 1784,  162. 
*Min.  Horsham 
"See  page  I4if. 


Cor 


*Min.  Horsham  School  Committee,  3 — 18 — 1793 


'"Min.  London  Yr.  Mtg.,  3 — 16 — 1692,  68. 

"The  yearly  meetings  also  established  schools;  such  was  the  case  in 
London  Yearly,  and  Philadelphia  followed  in  1799  with  the  establish- 
ment of  Westtown  Boarding  School  in  Chester  County.  Justice  cannot 
be  done  to  that  institution  in  this  work.  The  reader  is  referred  to 
Dewes,  A  History  of  Westtown  Boarding  School. 

'"Min.  London  Yr.  Mtg.,  3 — i7to24 — 1703, 114;  5 — 26to3i — 1760,339. 


School  Support,  Organization  and  Curriculum        173 


2.  The  major  emphasis  is  placed  on  Christian  and  moral 
instruction.'' 

3.  The  teachers  must  be  capable  of  good  moral  influence.'^ 

4.  Teachers  must  be  members  of  Friends.** 

5.  Free  education  is  to  be  provided  for  the  poor**  (first  it 
was  only  mentioned  for  the  children  of  Friends,  later  others). 

6.  The  cooperation  of  teachers  is  urged  for  the  betterment 
of  methods  of  teaching.'^ 

7.  The  weaker  communities  are  to  be  aided  by  the 
stronger.'* 

8.  Both  parents  and  teachers  must  realize  the  force  of 
example.'^ 

9.  Close  censorship  of  all  reading  material  for  the  youth.*" 
From  this  very  brief  statement  of  London  Advices  and  with 
little  attention  paid  to  their  manner  of  getting  into  and 
influencing  those  of  Philadelphia,  save  to  state  that  the  chief 
means  were:  (i)  epistles  sent,  (2)  travelling  ministers,  and  (3) 
through  representatives  sent  from  the  lower  meetings,  let  us  turn 
to  consider  those  of  the  last  named  meeting.  As  early  as 
1694  we  find  that  that  body  approved  certain  "proposals 
about  the  education  of  youth,"  the  initiative  for  which  seems 
to  have  come  from  Philadelphia  Quarterly  Meeting.'*^  So 
far  as  the  minute  of  the  meeting  goes,  one  would  hardly  dig- 
nify this  statement  so  much  as  to  say  that  it  suggested  a  plan 
of  education.  If  such  a  plan  were  submitted,  it  was  carefully 
kept  out  of  the  minutes  of  that  date.  The  very  nature  of  the 
advice  continues  as  with  those  of  London  imtil  near  the 
middle  of  the  centtiry,  but  as  one  reads  the  records  they  are 
seen  to  grow  graduall}''  in  definiteness  until  beginning  (to 
name  a  definite  date)  about  1746  and  on  through  the  period 
of  1777  and  1778,  there  are  elaborated  certain  ideas  for  the 
establishment  of  schools  in  town  and  country.     It  is  not 


Means  of 
exercising 
influence: 
epistles, 
ministers, 
and  repre- 
sentatives 


Philadelphia 
advices  also 
general  for 
first  half 
century 


"Min.  London  Yr.  Mtg.,  3 — 16  to  19 — 1692,  68. 

^Ibid.,  4 — 2  to  7 — 1745,  268. 

^Ibid.,  4 — 9  to  II — 1690,  52;  4 — I  to  4 — 1691,  60. 

^Ibid.,  3—13  to  17—1695,  89. 

^Ibid. 

*^Ibid.,  4 — 2  to  10 — 1718,  160. 

^Hbid.,  5-31  to  6—5—1773,  399. 

*'>Ibid.,  3 — 29  to  4 — 3 — 1732,  210;   4 — 9  to  II — 1690,  52. 

*iMin.  Phila.  Yr.  Mtg.,  7 — 16  and  17 — 1694,  39. 


174  Early  Quaker  Education  in  Pennsylvania 


Summary  of 
Philadelphia 
advices 


The  func- 
tions of  the 
quarterly 
meeting 


until  those  later  years  that  anything  like  strong  central  con- 
trol is  felt,  and  certainly  there  were  earlier  no  visible  results 
of  such  centralizing  influence.  Even  then  it  took  the  form  of 
urgent  suggestions  which,  though  producing  very  considerable 
results,  cannot  be  regarded  candidly  as  the  best  that  might 
have  been  done.  It  is  with  these  suggestions  of  the  latter 
part  of  the  century  that  we  are  chiefly  concerned.  The  most 
important  are  here  stated  in  brief  manner.'*^ 

1.  Education  is  to  be  useful  in  nature. 

2.  The  minima  to  be  attained  are  moral  and  Christian 
training  and  an  ability  to  read  and  write. 

3 .  The  meetings  are  to  assist  each  other  in  settling  schools. 

4.  Members  of  Friends  are  to  be  employed  as  teachers  in 
the  schools;  good  moral  influence  of  the  teachers  is  of  first 
importance. 

5.  A  fixed  income,  house,  and  garden  are  necessary  for 
seciuing  a  better  and  more  permanent  teaching  body. 

6.  All  teachers,  employed,  are  to  be  approved  by  the 
monthly  meeting. 

7.  Quarterly  meetings  are  to  appoint  visiting  committees. 

8.  Permanent  funds  recommended  to  be  put  in  care  of 
trustees. 

9.  Schools  to  be  under  the  care  of  monthly  meetings' 
committees  and  reports  are  to  be  made  thereon. 

10.  The  poor  children  to  be  educated  free  of  charge,  and 
also  the  Negroes,  where  they  are  not  able  to  pay.  Children 
not  Friends  were  not  omitted,^  as  we  find  in  the  plans  actually 
followed  by  the  monthly  meetings. 

The  chief  functions  of  the  quarterly  meeting  were:  (i)  to 
transmit  these  advices ;  (2)  to  gather  and  return  reports  of  the 
accomplishments  within  its  limits;  and  (3)  to  keep  in  touch 
with  the  work  by  means  of  committees.  Sufficient  material  has 
in  the  writer's  opinion  been  presented  in  the  way  of  reports  in 
previous  chapters  relating  to  schools  established  in  the  vari- 
ous counties,  to  make  it  unnecessary  here.*^    To  characterize 

** Advices  from  Burlington  and  Philadelphia  Yr.  Mtg.,  1746.  1750, 
1753.  1755.  1777.  and  so  forth,  page  250  ff.  Also  the  yearly  meeting 
minutes  records  for  those  years,  deposited  at  304  Arch  Street,  Phila. 
(The  first  reference  is  the  more  accessible.) 

♦'The  reader  is  referred  to  the  account  of  establishing  schools  in  Bucks, 
Montgomery,  Delaware  Counties,  etc. 


School  Support,  Organization  and  Curriculum        175 


it  as  an  intermediary  agent  and  its  ftinctions  as  supervisory 
and  directive  seems  to  be  adequate. 

The  monthly  meeting  was  above  all  others  the  organizing 
business  unit  and  the  welfare  of  schools  appears  to  have 
depended  much  on  its  activity.  It  is  to  the  monthly  meeting 
that  we  are  indebted  for  almost  all  of  the  reports  on  schools, 
and  it  has  been  noticed  that  not  imtil  raised  to  the  dignity  of 
being  a  monthly  meeting,  did  many  meetings  assume  any 
important  part  in  directing  education.  A  few  preparatives, 
which  might  be  considered  as  a  little  exceptional,  were  By- 
berry,  Falls,  and  Horsham.  They  appear  to  have  handled 
their  schools  a  little  more  independently  than  did  others. 
Duties  which  were  as  a  general  rule  performed  by  each  of  the 
monthly  meetings  were  these  :*^ 

1 .  To  investigate  the  state  of  schools  in  their  preparatives. 

2.  To  appoint  committees  to  visit,  assist  and  report  on 
schools  established,  and  recommend  the  establishment  of 
others  where  necessary. 

3.  To  approve  masters,  retire  them,  and  fill  vacancies. 

4.  Through  trustees  or  committees  on  funds,  (a)  to 
finance  the  education  of  poor  children,  (6)  to  pay  salaries,  (c) 
to  build  school  houses,  and  (d)  to  establish  permanent  endow- 
ments. 

5.  To  take  final  reports  to  be  sent  to  the  yearly  meeting. 
These  fimctions  have  all  been  brought  to  the  reader's 

attention  by  reports  and  minutes  quoted  in  chapters  on  the 
schools  in  various  counties.  This  brief  presentation  of  the 
organization  and  direction  on  the  part  of  the  meetings  should 
be  sufficient  to  point  out:  (i)  that  the  general  nature  of  the 
organization  is  a  hierarchy  of  units;  (2)  that  the  direction  of 
school  activities  comes  from  the  higher  to  the  lower,  and  is  of 
a  general  and  suggestive  rather  than  specific  and  mandatory 
nature;  (3)  that  the  monthly  meeting  formed  the  real  work- 
ing unit,  and  that  on  its  diligence  probably  depended  the 


**These  references  are,  respectively,  to  the  five  points  stated  below : 

a.  Min.  Westland  Mo.  Mtg.,  11 — 11 — 1786,  12;  3 — 10 — 1787,  19. 

b.  Min.  Horsham  Mo.  Mtg.,  4 — 28 — 1784. 

c.  Min.  Phila.  Mo.  Mtg.,  11 — 29 — 1719,  57. 

d.  Min.  Kennett  Mo.  Mtg.,  12 — 15 — ^1796,  146. 

e.  Min.  Chester  Mo.  Mtg.,  i — 27 — 1800,  508;  Min.  Concord  Mo. 
Mtg.,  8—9—1786,  370. 


Monthly- 
meeting 
the  business 
unit 


Duties 
summarized 


Three  points 
indicated 
concerning 
the  organiza- 
tion 


176 


Early  Quaker  Education  in  Pennsylvania 


welfare  of  the  preparatives'  schools.  We  shall  now  attend 
for  a  moment  to  a  few  of  the  details  of  the  school  in  so  far  as 
we  may  judge  them  from  the  records  at  our  disposal. 


Permanent 
properties 
recom- 
mended 
for  schools 


Property 
acquired  by 
Philadelphia 
schools  and 
meeting 


and 
Abington 


THE    SCHOOL 

It  has  already  been  mentioned  that  one  of  the  yearly 
meeting's  earnest  recommendations  was  that  a  lot  of  ground 
be  provided  where  schools  might  be  necessary,  sufficient  for  a 
garden,  orchard,  grass  for  a  cow,  etc.,  and  that  a  suitable 
house  and  stables  and  other  necessary  things  be  arranged  for 
the  securing  of  more  permanent  and  better  qualified  teachers.*^ 
There  were  certainly  several  of  the  meetings  where  land  for  the 
purposes  of  schools  was  possessed  before  these  recommenda- 
tions were  made.  Notable  instances,  which  may  be  men- 
tioned, were  Philadelphia  and  Abington,  and  many  others, 
who  early  secured  permanent  lands  for  the  meeting  which 
were  also  used  for  the  erection  of  schools.  Some  of  the  early 
acquisitions  of  school  property  in  Philadelphia  were:  (i) 
that  purchased  in  1698  of  Lionell  Brittain;^  (2)  another 
deeded  by  John  Goodson  and  Thomas  Lightfoot  to  the  over- 
seers;^' and  (3)  that  devised  by  William  Forrest,  upon  which 
the  overseers  erected  a  school  in  1744.'*^  There  was  also  the 
piece  of  ground  left  to  the  monthly  meeting  of  that  place  by 
George  Fox,  upon  which  the  meeting  gave  permission  for  the 
building  of  a  school,  free  from  ground  rent.'*^  The  property 
gained  by  Abington  in  1696  was  for  the  support  of  a  school.^" 
A  meeting  house  was  erected  on  the  land  between  1696  and 
1700.  These  cases  of  endowment  directly  for  schools  were 
very  limited  as  to  locality  at  the  early  part  of  the  eighteenth 
century.  Their  nimiber  increased  in  later  years,  and  the 
increase  may  have  been  due  partly  to  the  influence  of  the 
yearly  meeting's  urgent  advices. 


■•^See  the  Advices,  250;  or  the  Book  of  Discipline  which  has,  under  the 
head  of  schools,  a  statement  of  the  various  recommendations  of  the 
yearly  meetings.  See  also  Yearly  Meeting  Minute  Books  at  4th  and 
Arch  Streets,  Phila.,  for  years  1746,  1753,  1755,  1777,  and  1778. 

«Min.  Phila.  Mo.  Mtg.,  2—29—1698,  229;   P.  C.  S.  M.,  I,  13. 

*'Deed  No.  33,  mentioned  in  P.  C.  S.  M.,  I,  13. 

*Hbid.,  40.  *^Ibid.,  147. 

^'^ Friends'  Intelligencer,  8 — 15 — 1896,  539;  Min.  Abington  Mo.  Mtg., 
I — 26 — 1722,  124. 


School  Support,  Organization  and  Curriculum        177 


A  few  instances  of  the  tendency  toward  the  policy  of  pur- 
chasing permanent  lands  may  be  mentioned.  In  1779, 
Warrington  and  Fairfax  Quarteriy  reported  two  of  their 
monthly  meetings  had  purchased  grounds  and  erected  houses 
for  the  said  purpose.^^  Another  meeting  had  purchased  six- 
teen acres,  built  a  house,  but  had  difficulty  in  securing  a  suit- 
able master.^2  ^y  other  accommodations  recommended  for 
masters  had  been  provided.  Near  the  close  of  the  century 
(1794)  William  Jackson  of  New  Garden  deeded  a  lot  of  ground 
to  Friends  of  that  meeting  for  the  use  of  a  school.^  New 
Garden  also  reported  a  school  house  built  about  1795  on  land 
given  for  the  purpose  by  Jeremiah  Barnard.**  In  1792 
Kennett  reported  that  their  preparative  meeting  had  pur- 
chased of  Abraham  Taylor  a  piece  of  groimd  for  a  school  and 
were  preparing  to  build  a  house  on  it.  It  was  situated  about 
2}4  miles  from  Kennett.**  Other  instances  of  like  procedure 
were:  Goshen,  1795*®  and  1782;*^  Darby,  1793;**  and 
Buckingham  in  1794.**  Similar  cases  might  be  cited  for 
almost  every  monthly  meeting  in  the  southeastern  part  of 
Pennsylvania,  and  it  doubtless  extended  elsewhere.  It  is  to 
be  noted  that  this  general  purchasing  of  school  property  did 
not  come  until  late  in  the  eighteenth  century,  when  the  great 
advancement  in  Quaker  education  had  its  beginning.  It  may 
be  fairly  stated  that  by  the  end  of  the  century  most  of  the 
schools  were  established  on  school  property  held  by  the 
meeting  for  that  purpose.  As  pointed  out  above,  this  had 
been  a  slow  development,  beginning  with  a  few  in  the  seven- 
teenth century  that  started  with  land  endowments. 

The  earliest  schooUiouses  would  doubtless  present  an 
interesting  picttire  if  we  could  see  them  inside  and  out. 
Unfortimately  there  is  little  information  extant,  which 
throws  light  upon  the  earHest.     In  fact,  at  the  very  earHest 


"Min.  Warrington  and  Fairfax  Q.  Mtg.,  9 — 20 — 1779,  73. 
^Ibid.,  77;  Warrington  Mo.  Mtg.,  8 — 7 — 1779,  46. 
"Deed  No.  88  New  Garden  Township,  Chester  County.  (The  original 
is  in  Orthodox  Friends  Meeting  House,  West  Grove,  Pa.) 
"Min.  New  Garden  Mo.  Mtg.,  8 — 6 — 1785,  256. 
■^Min.  Kennett  Mo.  Mtg.,  i — 12 — 1792,  14. 
*«Min.  Goshen  Mo.  Mtg.,  4 — 10 — 1795. 
"Ibid.,  3—8—1782. 

"Min.  Darby  Mo.  Mtg.,  3 — 28 — 1793,  165. 
'»Min.  Buckingham  Mo.  Mtg.,  4 — 10 — 1794,  314. 


Warrington 
and  Fairfax 
Quarterly 


New  Garden 


Goshen, 

Darby, 

Buckingham 


178 


Early  Quaker  Education  in  Pennsylvania 


Early 

schools  held 
in  meeting 
houses 

Family- 
school 


An  old 
schoolroom 
at  Merion, 
Pa. 


establishment  of  schools,  there  were  no  special  houses  built 
for  them.  For  many  of  them  this  condition  prevailed  till 
fairly  near  the  close  of  the  century.  Joseph  Foulke,  writing 
in  1859,  concerning  his  first  school  days,  stated  that  he  first 
attended  school  at  Gwynedd,  which  was  held  in  the  meeting 
house,  there  being  none  other  for  that  purpose.^"  His  next 
schooling,  in  1795,  was  at  a  family  school  taught  by  Hannah 
Lukens,  who  lived  in  a  little  house  on  the  Bethlehem  Road. 
He  then  attended  school  in  a  log  schoolhouse,  built  about 
1798  by  his  father.^^  Other  instances  may  be  cited  in  con- 
nection with  the  use  of  the  meeting  house  for  schoolhouse. 
In  1693-4  Middletown  Friends  allowed  a  school  to  be  held  in 
the  meeting  house,  provided  it  should  cause  no  disturbance,®^ 
and  again  in  1699  a  similar  request  was  granted.^  As  late 
as  1740  Philadelphia  Meeting  proposed  to  erect  a  meeting 
house  with  chambers  over  it  sufficiently  large  for  the  accom- 
modation of  a  school,^  though,  as  mentioned  before,  they 
already  had  some  of  their  schools  in  regularly  constructed 
schoolhouses.^^ 

The  writer  has  had  the  opportunity  to  visit  one  of  these 
little  schoolrooms  established  in  the  meeting  house.  Not 
much  is  known  of  the  school  at  Merion,  though  the  oldest  of 
Friends  meetings,  but  it  is  quite  certain  that  whenever  their 
school  began  and  however  pretentious  it  may  have  been,  it 
must  have  been  held  in  the  upper  part  of  the  meeting  house. 
The  schoolroom  in  the  present  building  is  quite  hidden  away 
under  the  eaves.  The  walls  are  bare  and  the  rafters  low 
overhead.  Ample  light  is  furnished.  Rude  wooden  benches 
and  tables,  the  latter  with  sloping  tops,  constitute  the  furni- 
ture of  the  room  as  it  now  stands.  One  of  the  table  tops 
bears  the  date  171 1,  doubtless  the  telltale  of  some  vandal 
outcropping,  which  might  tempt  one  to  place  a  school  at  that 


'"Jenkins,  Historical  Col.  of  Gwynedd,  396. 

'^Min.  Middletown  Mo.  Mtg.,  12 — 1 — 1693—4,  64. 
^Ibid.,  I — I — 1699,  114. 
"Min.  Phila.  Mo.  Mtg.,  5 — 25 — 1740,  318. 

"^In  1 70 1  they  had  begun  a  school  house  which  was  to  be  60  by  24  feet. 
Min.  Phila.  Mo.  Mtg.,  4 — 27 — 1701,  298. 


School  Support,  Organization  and  Curriculum        179 


eaxly  date.     It  is  however  too  meagre  and  uncertain  evidence 
to  justify  such  a  conclusion.** 

From  a  few  sources  of  information  we  gather  some  clews 
as  to  the  size  of  the  schoolhouse  generally.  The  house  pro- 
posed by  the  Goshen  Meeting  in  1782  was  to  be  27  feet  square 
from  out  to  out  and  to  cost  about  £150.''  The  new  one 
proposed  at  Falls  some  twelve  years  later  was  to  be  somewhat 
more  pretentious  being  twenty-two  feet  by  thirty  and  having 
two  stories.  Its  cost  was  estimated  at  £200.**  We  infer 
from  the  minutes  that  a  building  was  badly  needed  at  Falls, 
the  old  roof  being  "very  leaky  and  the  ceiling  about  to  fall," 
In  spite  of  this  fact  it  does  not  appear  that  the  house  was 
erected  tmtil  about  1799;  the  final  dimensions  decided  upon 
were  twenty-six  feet  by  twenty-foiir,  one  story,  and  a  cellar 
of  the  same  dimensions.*^  It  is  not  certain  how  much  space 
was  actually  devoted  to  the  use  of  the  school  room,  since  the 
building  doubtless  accommodated  the  master  and  his  family 
at  the  same  time.  The  schoolhouse  begim  in  Philadelphia 
about  1701,^°  was  to  be  twenty-four  by  sixty  feet.  Another 
one  in  1744,  built  on  the  Forrest  property,  was  to  be  about 
sixty  by  thirty-five  feet,  two  stories  high,  with  a  basement 
underneath  raised  three  feet  above  the  surface  of  the 
ground.^^  The  cost  of  the  last  building  when  completed  in 
1746  was  £794.''^  Anthony  Benezet,  who  apparently  was 
teaching  in  an  old  btiilding,  made  complaint  in  1744  that  it 
was  "too  hot  in  suanmer  and  too  dark  in  winter"  and  therefore 
urged  that  a  window  be  put  in  the  south  side."  The  writer 
has  found  a  single  instance  to  indicate  how  the  school  building 
was  heated.  Judging  from  such  meager  data  we  would  say 
that  the  first  schools  probably  up  to  1715  or  1720  were  heated 


^^The  schoolroom  described  is  in  Merion  Meeting  House,  which  may 
be  reached  from  Philadelphia  via  P.R.R.  to  Narberth,  Pa.;  from 
thence  a  ten-minute  walk. 

«^Min.  Goshen  Mo.  Mtg.,  3—8—1782. 

'*Mui.  Falls  Mo.  Mtg.,  12-3-1794,  169;  for  value  of  money  see  page 
212. 

"/Wd.,  9—4—1799,  283. 

^"Min.  Phila.  Mo.  Mtg.,  4 — 27 — 1701,  298. 

""■Ibid.,  1 1-25-1744,  379;  P.  C.  S.  M.,  I,  40.  Parts  of  the  school  build- 
ings were  at  times  us^  as  tenant  property  thus  affording  a  supporting 
income,  P.  C.  S.  M.,  I,  22. 

"P.  C.  S.  M.,  I,  56. 

"^Ibid.,  I,  39. 


Size  and 

cost  of 

school 

houses; 

Goshen, 

Falls 


Philadelphia 


Manner  of 
heating 


i8o  Early  Quaker  Education  in  Pennsylvania 


Niunber  of 
children 
attending 
schools 


Two  classes: 
the  "pay" 
and  the 
"free" 
scholar 


Both  boys 
and  girls 
assisted 


Everjrthing 
furnished  to 
the  "free" 
scholar 


by  the  old-fashioned  brick  stoves.  They  were  at  any  rate 
employed  in  some,  but  were  beginning  to  lose  their  popularity 
in  that  period.  One  was  removed  in  171 5  and  an  iron  stove 
substituted  for  it.'* 

The  size  of  the  schools,  measured  by  the  number  of  pupils, 
must  be  judged  mostly  from  material  found  relating  to 
Philadelphia.  It  was  doubtless  true  that  in  the  country 
regions  there  were  fewer  children  within  reach  of  the  school 
and  it  was  not  necessary  to  state  Hmits  beyond  which  they 
might  not  go.  The  yearly  meeting  certainly  recommended 
that  the  number  of  children  be  specified,  which  the  master  was 
to  teach,  but  this  was  often  taken  to  mean  that  they  should 
promise  to  teach  a  certain  number  of  children  for  the  use  of 
the  school.  The  schools  were  always  composed  of  these  two 
classes,  the  independent  or  pay  scholar  and  the  poor  or  free 
scholar.  Some  of  the  Philadelphia  reports  state  the  number 
attending,  of  each  of  these  classes.  In  that  system  the  teach- 
ers were  reqtiired  to  keep  a  roll,  especially  of  the  poor  children, 
and  turn  it  over  for  the  inspection  of  the  overseers.'^  In 
country  districts  the  school  committee  usually  kept  account 
of  the  poor  scholars,  seeing  that  they  were  supplied  with  all 
things  necessary.^^  It  may  prove  interesting  to  examine  the 
Philadelphia  system  a  little  more  fully. 

First,  let  it  be  noted  that  cases  of  both  boys  and  girls  were 
investigated  by  the  overseers,  and  if  capable  and  in  need  of 
assistance,  they  were  put  under  the  tutorage  of  masters  or 
mistresses  free  of  any  charge.^'  Not  only  were  the  children 
of  Friends  admitted,  but  an  effort  was  made  to  find  out  the 
needy,  of  other  denominations,  and  put  them  to  school  also.^* 
All  articles  necessary  were  furnished  free  to  the  poor  scholars 
by  the  Board,  the  master  was  required  to  keep  an  accotmt  of 
each  item  and  present  the  bill  therefor  in  his  reports  to  that 
body.''*  The  nimiber  of  poor  in  Anthony  Benezet's  school  in 
1743-4,  about  a  year  after  he  entered  it,  was  14.^"    There 


^*Min.  Phila.  Mo.  Mtg.,  9 — 25 — 1715,  10  ff. 

">P.  C.  S.  M.,  I,  95  and  37. 

^«Min.  Bradford  Mo.  Mtg.,  6 — 18 — 1762;  4 — 7 — 1767; 

"P.  C.  S.  M.,  I,  29  and  25. 

''Hhid.,  31. 

^Hhid.,  95. 

^°Ibid.,  37. 


I — 14 — 1767. 


School  Support,  Organization  and  Curriculum        i8i 


was  very  little  fluctuation  as  to  the  number  for  many  years; 
in  1749  there  were  17.^^  Below  are  given  the  reports  of  some 
of  the  schools  in  1757.^  It  seldom  or  never  occurred  that  a 
report  for  all  schools  was  made  at  one  time. 


Master 
Charles  Thompson 

(Latin) 
Alexander  Seaton 
{English) 


^       Joseph  Stu.es 


Rebeckah  Burchall  1757 


Ann  Thornton 


Year        Items 


Pay 
Scholars 


1757     Books  and  firing 

for  poor  scholars  31 
1757     Teaching  poor 

scholars  30 

Premiums 
Books  and  firewood 
Clothing  for  poor 
1757     Teaching  poor 
scholars 
Books  and  firewood 
Teaching  poor 

children 
Firewood 
1757     Teaching  poor 
children 


Free 
Scholars  Amount 

7     £150/00/00 

41     58/15/  4 
3/00/00 

15/  4/  9K 
6/17/  8>^ 

14     28/18/  I 
3/14/  7 

23    36/  9/10 
3/  4/  6 

3/  2/  9 


Immediately  following  the  above  report,  another  stated 
there  were  38  in  the  Latin  School,  37  free  scholars  under 
Alexander  Seaton,  17  (free)  imder  Joseph  Stiles,  30  under  Ann 
Thornton,  and  30  (free)  under  Rebeckah  Burchall.^  The 
slight  discrepancy  in  the  figxires  is  not  explained.  A  later 
report  of  1784  shows  the  following  schools  and  the  enrollment 
of  each,  (i)  Proud,  {Latin),  nimiber  not  given;  Todd, 
{English),  88  on  the  list;  Isaac  Weaver,  28;  William  Brown, 
29  girls;  Sarah  Lancaster,  64;  Mary  Harry,  15  or  16;  Joseph 
Clarke,  about  30;  Mrs.  Clarke,  15  or  16  boys  and  girls;  Ann 
Marsh,  about  50  boys  and  girls;  Mary  McDonnell,  15  young 
children.^  From  this  it  seems  that  the  only  two  schools 
which  have  increased  considerably  in  number  are  the  Latin 
and  EngHsh,  both  of  which  employed  ushers  or  assistants.^ 
The  chief  indication  of  the  system's  growth  is  the  increase 
from  five  or  six  schools  to  at  least  ten.     The  approximate 


8ip.  C.  S.  M.,  72. 

^Ibid.,  151  ff. 

^IbU. 

8<Min.  Phila.  Mo.  Mtg.,  I — 30 — 1784,  123  ff. 

wp.  C.  S.  M.,  I,  76  and  79;   also  I,  198. 


Number  of 
poor  and 
pay  scholars 
stated 


Indication 
of  the  sys- 
tem's 
growth  in 
the  number 
of  schools 


l82 


Early  Quaker  Education  in  Pennsylvania 


Children 
sent  from 
home  to 
attend 
school 


Rules  for 
the  govern- 
ment of 
schools 
summarized 


number  of  children  recorded  as  having  attended  the  schools 
under  the  overseers  from  17 12  to  1770  was  720.^^ 

Children  were  frequently  sent  away  from  home  to  attend 
school,  due  to  a  lack  of  adequate  facilities  near  at  hand.  The 
following  letter,  from  an  anxious  mother,  is  a  very  interesting 
commentary  on  the  attitude  taken  by  the  less  educated 
toward  the  propriety  of  spending  time  for  education.  Though 
impolite  to  read  private  letters,  it  may  be  pardoned  in  this 
case. 

The  20  of  December,  1702. 
Dear  Brother: 

The  few  liens  comes  to  salute  thee  and  fore  prisila  which  I  hope  are  in 
helth  as  blessed  be  the  God  of  all  our  mersies  I  am  at  this  writing.  I 
long  to  hear  from  you  both  and  how  prisila  likes  being  at  scool  and  how 
the  like  her  and  whether  she  thinks  that  shee  will  lem  anything  worth 
her  while  to  be  kept  at  cool  here.  I  have  sent  her  some  thred  to  knit  me 
too  pares  of  golves  and  herself  on  if  there  be  anough  for  to  mak  so  much 
if  not  one  for  me  and  one  for  her.  bid  her  be  a  good  gerl  and  lam  well 
and  then  I  shall  love  her.  if  Abraham  Antone  have  brought  .... 
purchas  me  twenty  pound  and  send  it  me  if  thou  can  by  some  oppor- 
tunity in  so  doing  thou  wilt  much  oblige  thy  most  affectionate  sister 

Abigail .«' 

A  fairly  good  mental  picture  of  the  school,  and  the  atmos- 
phere pervading  it,  is  obtained  from  a  perusal  of  the  list  of 
rules  which  were  adopted  both  for  the  guidance  of  the  masters 
and  the  observance  of  the  pupils.  We  cannot  gain  much 
from  a  discussion  since  they  are  self-explanatory,  hence  there 
is  submitted  a  concise  digest  of  those  issued  for  the  masters 
and  mistresses  in  the  several  schools. 

1.  All  pupils  must  be  at  school  promptly. 

2.  No  one  shall  be  absent  without  a  permit  from  parents. 

3.  Strict  obedience  to  the  monitor  is  demanded,  but  if 
there  is  a  real  grievance,  complaint  may  be  made  to  the 
master. 

4.  Be  orderly  in  coming  to  and  leaving  school. 

5.  Use  the  plain  language  to  all  persons;   be  civil  to  all. 

6.  To  avoid,  in  hours  of  leisure,  all  "ranting  games"  and 
quarrelling  with  one  another. 


**P.  C.  S.  M.,  see  list  of  scholars;  number  is  approximate. 
^Pemherton  Mss.,  Vol.  3,  p.  2. 


School  Support,  Organization  and  Curriculum        183 

7.  Shall  not  play  or  keep  company  with  rude  boys  of  the 
town,  but  play  with  own  school  fellows. 

8.  They  shall  come  to  school  on  5th  day  prepared  to  go  to 
the  regular  meeting.  ^^ 

The  rules  above,  which,  if  all  followed,  one  must  admit 
would  have  made  an  almost  model  school  so  far  as  behavior 
was  concerned,  were  shortly  thereafter  expanded  a  little  to 
meet  the  needs  of  the  Latin  and  English  schools.  Those 
rules,  however,  were  more  concerned  with  the  curriculum  and 
part  of  method,  and  were  doubtless  a  guide  for  the  instructors 
more  than  to  be  followed  by  the  pupils.  They  will  receive 
attention  in  the  next  few  pages  in  the  discussion  of  the 
curriculum.  We  shall  however  be  interested  at  this  juncture 
to  read  the  rules  adopted  by  Robert  Proud,  schoolmaster  and 
historian,  for  the  government  of  the  Latin  School,  in  which 
he  was  the  head  master  for  many  years.  They  are  very 
similar  to  those  already  noted,  though  drawn  up  by  Proud 
for  his  school  alone. 

Orders  and  Directions 
In  the  School 

Reverentia  Jehovae  Caput  Scientiae 

The  fear  of  the  Lord  is  the  beginning  of  wisdom. 

1.  Duty  in  attending. 

Fail  not  to  be  present  in  school  precisely  at  or  before  the  time  ap- 
pointed for  learning,  being  clean  and  decent;  except  sufficient  reason 
require  thy  absense;  in  which  case,  on  thy  first  returning  .... 
before  the  master,  immediately  inform  him  thereof  to  his  satisfaction. 

2.  On  entering,  remaining  in  and  departing  from  school,  having 
taken  thy  appointed  seat,  with  as  little  noise  and  disturbance  as  may 
be,  move  not  therefrom,  to  that  of  another  during  the  time  of  learning 
without  absolute  necessity  and  then,  very  seldom;  nor  go  out  of  the 
school  without  the  master's  leave  or  knowledge.  And  observe  the  same 
silently  and  orderly  behavior,  in  thy  departing  from  the  school,  as  in  thy 
entering  it. 

3.  How  to  behave  and  study  in  the  School. 

Be  always  silent,  in  School  or  during  the  time  of  thy  studies,  so  as  to 
be  heard,  neither  in  voice,  nor  otherwise,  as  little  as  possible;  except  in 
writing  or  speaking  to  the  Master  or  Teacher;   and  discourse  not  with 


Rules 

adopted  by 
Robert 
Proud  while 
master  of  the 
Latin  School 


«8P.  C.  S.  M.,  I,  102  f.     (Rules  adopted  in  1748.) 


184  Early  Quaker  Education  in  Pennsylvania 

thy  Schoolfellows  during  the  hours  of  study,  without  the  Master's  per- 
mission; unless  in  asking,  or  giving  information  relating  to  thine  or  their 
learning;  and  even  then  observe  to  whisper,  or  speak  as  low  as  possible 
to  be  heard  by  him,  who  is  next  thee. 

4.  Behavior  to  the  Master,  and  during  the  presence  of  visitants,  etc. 
Make  all  thy  speeches  to  the  master  with  due  respect;    and  observe 

cheerfully  to  perform  all  his  directions  and  commands,  with  readiness 
according  to  thy  abiUty.  And,  if  a  stranger  or  visitant  speak  to  thee  in 
the  school,  stand  up,  turn  thy  face  towards  him  respectfully  and  give  a 
modest  and  ready  answer,  if  any  answer  be  required  or  necessary; 
resuming  thy  seat  again,  with  a  silent  application  to  thy  study;  which 
order  and  silence  are  more  particularly  and  especially  to  be  strictly 
observed  and  kept  during  the  presence  of  any  stranger,  or  visitant,  in 
the  School. 

5.  Behavior  to  one  another. 

Behave  thyself  always  in  a  submissive  and  kind  manner  to  thy  School 
fellows,  never  provoking,  quarreling,  nor  complaining,  especially  about 
frivolous  matters;  but  use  the  word  please,  etc.,  or  expressions  of  similar 
signification  when  asking  anything  of  them;  and  observe  a  proper  grati- 
tude for  every  kindness  received,  be  it  ever  so  small;  using  thy  utmost 
to  cultivate  a  special  Friendship  with  them;  not  returning  injuries,  but 
learning  to  forgive;  and  shew  them,  by  thy  exemplary  Deportment,  how 
they  ought  to  behave. 

6.  Not  to  take  Another's  Property,  etc. 

Neither  take  nor  use  anything  which  is  the  property  of  another  or  in 
his  custody,  without  first  having  his  permission  and  as  much  as  possible, 
avoid  borrowing,  at  any  time,  but  provide  thyself  with  all  books,  instru- 
ments and  things  necessary  for  thy  learning  and  studies  according  to  the 
Master's  direction;  always  keeping  them  clean  and  in  good  order. 

7.  The  Language. 

Let  the  common  language,  used  in  School,  be  Latin,  as  much  as  con- 
veniently may  be,  according  to  the  speaker's  knowledge  and  ability 
therein,  but  in  all  places  let  every  one  speak  with  as  much  propriety  and 
grammatical  accuracy  as  he  is  capable  in  whatever  language  he  makes 
use  of. 

8.  School  transactions  not  to  be  divulged. 

Be  not  forward  to  divulge  any  transaction,  passed  in  school,  more 
especially,  to  the  disreputation  of  any  in  it;  nor  mock,  nor  jeer  any  of 
thy  school  fellows,  for  being  reproved  or  corrected,  lest  it  may  sometime 
happen  to  be  thy  own  case;  but  rather  be  assisting,  than  troublesome, 
to  the  masters  or  teachers  by  rendering  thyself  as  agreeable,  both  to  him 
and  them,  as  possible,  in  all  laudable  and  good  order  and  discipline,  as 
well  as  in  the  advancement  and  increase  of  learning  and  all  real  improve- 
ment in  the  respective  branches  thereof:    that,  instead  of  introducing 


School  Support,  Organization  and  Curriculum        185 


any  cause  of  punishing,  severe  reproof,  or  servile  fear,  the  place  of  thy 
learning  may  be  a  place  of  pleasure  and  delight.*' 

Rule  9  deals  with  the  proper  attitude  and  behavior. 

Rule  10  deals  with  the  behavior  in  the  reHgious  meetings. 

In  spite  of  the  most  excellent  rules,  which,  we  have  seen, 
were  drawn,*  it  appears  the  attendance  problem  was  one 
which  caused  some  masters  no  little  worry.  Proud's  manu- 
scripts again  inform  us  that  on  one  occasion,  after  continuous 
aggravation  due  to  absences,  he  felt  called  upon  to  send  a  note 
to  the  overseers  concerning  that  serious  affair.  He  first 
mentions  the  ends  desired  to  be  gained  by  such  a  school,  and 
points  out  that  they  are  being  fallen  short  of,  because  of  the 
laxity  in  attendance.  Moreover,  the  worst  offenders  are  the 
sons  of  the  overseers.     He  says  in  particular : 

But  the  occasion  of  this  present  observation  to  the  Board  is  more 
particularly  that  of  the  present  day,  viz. — the  4th  instant,  when  out  of 
six  of  these,  who  attend  the  said  school  (the  Latin  School)  and  ought 
more  particularly  to  have  been  present  at  that  time,  for  the  example  of 
others  and  their  own  benefit,  only  one  of  the  smallest  was  at  the  school 
and  two  at  the  meeting.  The  rest,  being  grown  and  advanced  in  years, 
and  learning,  etc.,  and  consequently  more  regarded  for  examples,  were  at 
that  particular  and  important  time,  all  absent  with  about  the  same 
proportion  of  the  rest  of  the  school." 

There  were,  it  seems,  the  usual  causes  at  work  which  pro- 
duced such  havoc  in  the  attendance  record,  and  such  distress 
in  the  minds  of  masters.  A  letter  vmtten  by  James  Logan  to 
his  friend  John  Dickinson,  in  1 704,  strengthens  our  belief  that 
such  was  the  case.     He  wrote  in  part : 

Dear  Friend: 

I  shall  acquaint  thee  that  thy  two  rugged  boys  are  very  lusty,  love 
the  river  much  better  this  hot  weather  than  their  masters'  cotmtenances, 
and  the  fields  and  boats  far  before  schools  or  books.     .     .     . 

Thy  afifectionate  Friend, 
James  Logan." 


^^Rohert  Proud  Mss.  Collection,  No.  20,  pp.  3-7.  The  rules,  he  states, 
were  drawn  up  for  his  use  in  the  school  in  1780. 

*The  rules  presented,  taken  fromrecordsof  the  Overseers  of  the  Schools 
in  Philadelphia,  are  quite  like  those  later  drawn  up  by  Horsham  School 
Committee.  There  is  nothing  additional  in  the  later  ones  and  they  were 
doubtless  patterned  after  them.     (Horsham  Sch.  Com.  Min.,  i — 27 — 

1783). 

^"Robert  Proud  Mss.,  No.  156,  45. 

*^Logan  Mss.  Letter  for  4th  month,  12th,  1704.  Vol.  I,  49.  (J. 
Dickinson  was  away  on  a  voyage  of  some  length.) 


Pupils 
remiss  in 
attendance 


The  atten- 
tion of 
board  called 
to  the  fact 


1 86 


Early  Quaker  Education  in  Pennsylvania 


Two  ex- 
tremes in 
discipline 


Premium 
given  to 
most  satis- 
factory 
pupils 


Length  of 
school  day 


We  have  not  much  information  from  which  to  judge  the 
discipline  of  the  school.  From  the  rules  already  considered 
one  would  expect  that  strict  discipline  was  observed,  but  of 
the  master's  methods  of  enforcing  it  we  know  but  little. 
There  were  doubtless  two  extremes.  On  the  one  hand,  we 
might  take  Anthony  Benezet  as  the  very  personification  of 
mildness,  and  who  ruled  by  love.^  On  the  other  hand,  there 
was  John  Todd  who  would  thrash  a  boy  very  severely,  and 
who  took  great  delight  in  getting  his  victim  to  admit  the  pain 
that  he  knew  he  felt.^^ 

To  secure  better  discipline,  attendance,  and  also  to  induce 
striving  for  scholarship,  it  was  customary  to  give  rewards. 
We  noted  in  the  items  sent  in  to  the  overseers  in  masters' 
reports  that  certain  amounts  were  for  "premiums."^*  This 
policy  of  rewards  was  early  agreed  upon  by  the  overseers  who 
sought  in  various  ways  to  establish  little  funds  for  that  pur- 
pose. In  1755  it  was  proposed  that  each  one  pay  two  shil- 
lings for  missing  a  board  meeting  and  one  shilling  for  being 
late;  the  accruing  amount  to  be  paid  out  in  premiums  to 
encourage  industry  among  the  boys.®^  The  fines  were 
collected  and  then  turned  over  to  the  masters  who  applied 
them  as  they  saw  fit.^  The  extent  of  the  practice  of  giving 
rewards  is  not  exactly  known,  but  it  seems  to  have  been 
general  throughout  all  the  schools  of  the  Board  in  Philadel- 
phia, if  we  may  judge  from  the  regularity  with  which  the  bills 
for  "premiums"  were  presented.  It  was  also  true  that  the 
school  committees  in  other  monthly  meetings  arranged  to 
give  rewards  on  visiting  day  to  the  scholars  having  the  best 
records.^' 

The  early  school  days  seem  to  have  been  long  and  tedious. 
Attention  has  already  been  called  to  the  letter  of  Pastorious' 
children  to  their  grandfather,  in  which  they  complained  of  the 
long  eight  hour  school  day.^^  The  school  continued,  accord- 
ing to  their  account,  six  days  in  the  week  excepting  Saturday 


'^Vaux,  Memoirs  of  Benezet,  15  f. 

•'Watson,  Annals,  I,  291-2. 

'^See  page  181. 

9sp.  C.  S.  M.,  I,  137. 

9«/Wd.,  150. 

"Min.  Horsham  Sch.  Com.,  3 — 16 — 1792. 

'*See  page  78. 


School  Support,  Organization  and  Curriculum        187 


afternoon.  ^^  Besides  this  it  was  customary  in  all  places  to 
attend  meeting  on  fifth  day  (Thursday)  Z""  save  in  places 
where  it  may  have  been  too  far  distant,  an  exception  was 
made  possible.^"^  Evening  schools  were  quite  common,  as 
has  been  stated  before  in  the  case  of  Germantown,^''^  and 
increased  in  ntmiber  toward  the  latter  part  of  the  century. 
In  1750  John  Wilson,  usher  to  Robert  Willian,  expressed  his 
intention  of  opening  an  evening  school  which  appears  to  have 
been  acceptable  to  the  Board.^"^  The  prevalence  of  the 
evening  school  among  people  not  Friends  is  at  once  apparent 
when  one  glances  at  the  advertisements  in  the  colonial 
newspapers.  A  few  of  those  private  evening  schools  were: 
one  kept  by  William  Dawson  and  John  Gladson,  teaching 
writing,  arithmetic,  and  navigation  ;^°*  others  by  John 
Shuppy,*"^  Mr.  Lyonet,^"*  and  Messrs.  Barthelemy  and 
Besayde.io^ 

The  length  of  the  school  day  is  better  indicated,  and  per- 
haps the  source  of  information  is  more  reliable,  near  the  end 
of  the  century.  The  rules  issued  by  the  Board  in  1795  state 
that  the  hours  are  to  be  from  8  to  1 2  in  the  morning,  and  from 
2  to  5  in  the  afternoon,  these  hours  to  be  observed  from  third 
month,  first  to  eleventh  month,  first;  in  the  remaining 
months  the  hours  were  9  to  12  and  2  to  5.^°^  Vacations  were 
very  scarce  and  very  brief.*  In  the  main,  according  to  the 
rules  issued  at  least,  they  were  to  be:  (i)  at  the  periods  of 
the  quarterly  and  yearly  meetings;  and  (2)  a  vacation  of 
three  weeks,  commencing  on  seventh  day  preceding  the  last 
sixth  day  of  the  week  of  the  seventh  month.'"^    The  other 


Evening 

schools 

customary 


Length  of 
school  day 
in  1795: 
seven  hours 


"Page  78. 

loopee  list  of  printed  rules  for  the  school  in  custody  of  P.C.S. 

^o^Min.  Horsham  Sch.  Com.,  i — 27 — 1783  (also  mentioned  in  the 
monthly  meeting  minutes  very  frequently). 

ii^See  page  78f. 

K^P.  C.  S.  M.,  I,  84. 

^'>*Pa.  Gazette,  No.  1449,  1756. 

^°^Ibid.,  No.  824,  1744. 

'"•Pa.  Packet  and  Daily  Advertiser,  No.  2385,  1786. 

^^Ubid.,  No.  2386,  1786. 

'"'A  list  of  printed  rules  issued  by  the  Board,  found  in  the  depository 
for  the  P.  C.  S.  M.,  in  the  Provident  Life  and  Trust  Building,  Phila. 

*Darby  Meeting  employed  B.  Clift  to  teach  a  whole  year  with  the 
exception  of  two  weeks.     (Darby  Min.,  7 — 7 — 1692,  54). 


i88 


Early  Quaker  Education  in  Pennsylvania 


Student 
papers,  and 
magazines, 
etc. 


rules  issued  at  this  date  besides  these  mentioned  relating  to 
holidays  and  length  of  the  school  day  were  the  same  as  were 
previously  stated. ^^^  The  hours  named  above  appear  to  us 
rather  long  for  the  small  children ;  arrangement  seems  to  have 
been  made  for  them,  though  no  statement  of  it  is  made  in  the 
school  regulations.  There  were,  however,  the  schools  of  (i) 
William  Brown  and  (2)  Sarah  Lancaster,  who  taught  children 
for  half  days,"^  and  also  the  Girls'  School,  in  which  Anthony 
Benezet  taught  (1754),  was  mentioned  as  though  it  were  to 
be  conducted  only  in  the  morning."^  It  is  not  to  be  under- 
stood that  the  half  day  arrangement  was  always  followed  in 
the  case  of  younger  children,  for  Sarah  Lancaster  taught 
thirty-five  children  whole  days  "at  15/ per  quarter.""'  It 
seems  that  the  amount  of  time  for  them  to  attend  was 
probably  determined  by  the  desires  of  their  parents. 

An  interesting  and  instructive  light  is  cast  upon  the  inner 
life  of  the  school  in  Philadelphia,  by  some  of  the  manuscript 
collections  of  the  very  old  Philadelphia  famihes.  For 
instance,  we  learn  that  in  the  public  school  there  were 
published  certain  magazines,  gazettes,  chronicles,  and  so 
forth,  a  few  of  them  named  as  follows:  The  Examiner,  The 
Universal  Magazine,  1774,  Students'  Gazette  (about  1774  to 
^m)>  'The  P.  S.  Gazette,  Latonia,  1777  to  1778,  the  Public 
School  Gazetteer,  containing  the  freshest  advices,  foreign  and 
domestic  (a  palpable  imitation  of  the  newspapers  in  the  city 
of  that  date),  and  The  Students'  Magazine. ^^*  The  contents 
of  all  of  them  were  no  doubt  very  interesting  to  the  boys  and 
girls  at  the  time  of  their  publication,  and  are  so  even  now,  and 
at  times  give  light  on  topics  of  importance.  It  may  perhaps 
interest  the  reader  to  see  some  of  the  entries.  We  find  the 
following  which  gives  a  clew  to  the  book  used  for  instruction 
in  grammar. 


""Seepage  183  f. 

"iMin.  Phila.  Mo.  Mtg.,  i — ^30 — 1784,  123  flf. 
""P.  C.  S.  M.,  I,  117. 

"'Min.  Phila.  Mo.  Mtg.,  i — 30 — 1784,  123  ff. 

"*Some  copies  and  volumes  of  these  illustrious  news  sheets  are  found 
in  the  N orris  Ms.  Collection. 


School  Support,  Organization  and  Curriculum        189 


Was  lost  on  Wednesday  in  The  Public  School  Rudiman's  Gram- 
mar newly  botmd — Whoever  has  found  the  same  and  will  bring  it  to  me 


shall  receive  i  sheet  of  paper  reward. 


S.  FiSHER.l" 


Another  of  interest  bewails  the  departure  of  Thomas  Lloyd 
from  school  to  go  into  Lancaster  County. 

This  worthy  Gentleman,  was  admitted  abojt  a  12  month  ago 
into  the  society  of  freeholders,  since  which  time  he  has  been  a  very  dis- 
tinguished member  of  our  community  and  a  firm  supporter  of  our  institu- 
tions. He  has  been  twice  elected  Clerk  of  the  Supreme  Court  and  twice 
raised  to  the  dignity  of  President  of  the  Honorable  House  of  Assembly, 
which  offices  together  with  Treasurer  he  filled  with  most  unblemished 
reputation  and  unshaked  fidelity.  His  character  in  the  literary  world 
is  sufficiently  established  by  many  genuine  productions  of  judgment  and 
humor.  His  affable  disposition,  his  engaging  address  and  behavior 
endear  him  to  all  that  had  the  happiness  of  his  acquaintance  and  render 
his  departure  a  cause  of  great  regret."' 

Another  brief  notice  indicates  that  the  Quaker  preferment 
for  plain  dress  was  also  made  to  prevail  in  the  schoolroom. 

From  a  certain  expression  which  lately  drop'd  from  one  of  the  over- 
seers, we  would  have  the  greatest  reason  to  believe  that  Mr.  Webster's 
gay  appearance  is  rather  disagreeable.*" 

Some  supervision  of  the  work  on  the  part  of  over- 
seers and  school  committees  seems  to  have  been  at  all  times 
expected,  though  attention  hardly  needs  be  called  to  it 
after  the  presentation  of  so  many  reports  made  by  commit- 
tees, in  the  chapters  relating  to  the  establishment  of  schools 
in  the  several  counties.  From  the  irregularity  in  the  reports 
we  judge,  however,  that  the  visitation  must  have  likewise 
been  irregular  in  many  places.  In  1755  the  Board  in  Phila- 
delphia decided  that  for  the  encouragement  of  masters  and 
scholars  there  should  be  visits  made  each  month,  preceding 
the  usual  monthly  meetings.  Also  if  "play  days"  were 
thought  necessary  they  were  to  be  arranged  for  between  the 
masters  and  the  committee  of  visitors."^  The  minutes  indi- 
cate that  these  monthly  visits  were  regularly  performed.    The 


^^^Norris  Ms.  Collection — The  Student's  Magazine. 
are  unpaged;   page  references  are  impossible. 
^^'^Norris  Ms.  Collection.  ^"Ibid. 

"«P.  C.  S.  M.,  I,  135. 


The  little  volumes 


A  few  items 
of  interest 
and  value 


Thomas 
Lloyd 


Gay  cloth- 
ing dis- 
agreeable 


Supervision 


Somewhat 
irregular 

Monthly 
visits 
decided 
upon 


IQO 


Early  Quaker  Education  in  Pennsylvania 


The  curri- 
cula are  in 
general  in 
harmony 
with  the 
recommen- 
dations   of 
the  yearly- 
meetings; 
and  the 
Frame  of 
Government 


Studies  pur- 
sued in 
Flower's 
school 

In  Benezet's 
Walby's 


Negro  School,  established  in  1770,  was  also  in  charge  of  a 
committee  to  visit,  superintend,  and  advise  regarding  its 
affairs.^^^ 

THE    CURRICULUM 

If  we  go  back  to  our  references  on  the  advices  of  the  yearly 
meetings  of  London  and  Philadelphia  we  shall  find  there  the 
basic  reasons  for  the  subjects  which  are  to  be  mentioned  as 
taught  regularly  in  the  schools.  We  recall  that  there  was  an 
emphasis  placed  on  the  moral,  the  useful  and  practical,  and 
the  subjects  first  to  be  mentioned  were:  writing,  reading, 
and  arithmetic,  which  constituted  the  necessities. ^^^  Fur- 
thermore, the  Frame  of  Government  of  1696,  the  product  of 
Quaker  minds  and  hands,  recommended  to  erect  and  order  all 
public  houses  and  encourage  and  reward  the  authors  of  useful 
sciences  and  laudable  inventions. ^^^  It  is  seen  also  from 
later  advices  of  the  yearly  meeting  that  the  useful  was  not 
limited  necessarily  to  the  four  R's,  religion,  arithmetic,  writ- 
ing, and  reading.  In  1737,  they  recommended  that  as 
opportunity  could  be  found,  children  should  be  permitted  to 
learn  "French,  High  and  Low  Dutch,  Danish,  etc."^23  'pjjg 
use  of  Latin,  Greek,  and  Hebrew  is  also  justified  by  Crouch,"* 
and  it  is  well  known  and  evident  in  all  their  writings  that 
Penn,  Barclay,  Fothergill,  Lloyd,  Proud,  Pastorius,  and 
inntmierable  others  were  classically  educated  men. 

The  curriculimi  of  the  first  school  (Enoch  Flower's)  con- 
sisted of  reading,  writing,  and  casting  accounts,^^  and  it  seems 
entirely  probable  that  these  were  the  chief  constituents,  along 
with  moral  instruction,  for  many  years,  in  all  save  the  Latin 
School.  At  any  rate  there  occur  no  disproving  factors  in 
that  early  period.  In  1742,  when  Anthony  Benezet  came 
from  the  Germantown  school  to  Philadelphia,  he  was  em- 
ployed to  teach  arithmetic,  writing,  accounts,  and  French."* 

"^Phila.  Mo.  Min.,  i — 25 — ■1771,  430. 

"iLondon  Yr.  Mtg.  Min.,  4 — 2to  10 — 1718, 160.  Phila.  Advices XXX, 
page  250  (for  years  from  1 746-1 778).  Also  a  copy  of  the  Discipline 
containing  the  digested  recommendations  on  schools,  p.  386  ff.  (In 
first  National  Bank,  Newtown,  Pa.). 

^"^Col.  Rec,  I,  LXVI. 

i^'Extracts  from  London  Yr.  Mtg.  Min.,  pub.  1802,  124. 

"*Crouch,  Collection  of  His  Papers,  183. 

^Col.  Rec,  I,  36. 

""P.  C.  S.  M.,  I,  33. 


School  Support,  Organization  and  Curriculum        191 


John  Walby,  employed  about  ten  years  before  him  (Benezet) 
was  to  teach  reading,  writing,  and  arithmetic.  ^^^  Alexander 
Seaton  was  employed  in  1751  to  teach  a  school  "in  the  upper 
part  of  the  City,"  the  subjects  being  writing,  arithmetic,  and 
parts  of  the  mathematics. ^^^  In  1754,  when  Benezet  first 
began  in  the  Girls'  School  (mornings),  he  was  required  to 
instruct  in  reading,  writing,  arithmetic,  and  English  gram- 
mar. ^^^  Then,  besides  what  we  may  term  the  English  School, 
in  which  Seaton  and  Benezet  taught  for  some  time,  there  were 
others  which  we  might  term  "petty  schools,"  for  example,  one 
kept  by  Debby  Godfrey,""  who  taught  some  poor  children  to 
learn  to  sew  and  read,  and  another,  taught  by  Ann  Redman 
(1761),  previously  occupied  by  Rebeckah  Bvuchall,  where 
were  taught  reading,  writing,  and  plain  sewing."^ 

Since  writing  letters  was  an  art  much  used  and  cultivated 
in  the  Colonial  Period,  and  writing  was  greatly  emphasized  in 
the  schools,  it  may  be  of  interest  to  insert  a  letter  written  by  a 
school  boy  in  1735.  The  letter  is  written  in  a  fairly  regular 
boyish  hand,  and  is  probably  the  production  of  a  youngster 
about  12  years  of  age. 

Nov.  21,  1735. 
Dear  Uncle, 

I  think  in  duty,  I  ought  to  wait  on  you  with  my  first  letter,  which  I 
hope  will  plead  excuse  for  all  faults.  I  remember  what  you  told  me,  and 
write  or  go  to  school  every  day — I  am  much  obliged  to  you  for  your  kind 
present  of  tickets,  and  hope  I  shall  have  good  success. — Pray  give  my 
duty  to  Uncle  and  Aunt  Penn  and  all  my  Cousins.  My  love  to  Mr. 
Philaps,  Mr.  Jervice  and  Farmer  Dill.  With  all  my  Friends. — So 
conclude. 

Dear  Uncle 

Your  AflFct.  Nep. 

Thomas  Freame.* 
Phil,  d.  Novbr.  21,  1735. 

At  later  dates  than  those  above  mentioned  the  records  of 
the  overseers,  reports  made  in  the  monthly  meetings    of 


"^P.  C.  S.  M.,  14. 

"»7Wd.,  90. 

^^Ibid.,  117. 

"<>Ibid.,  145. 

"^Ibid.,  221. 

*A  letter  written  to  John  Penn,  Penn  Ms.  Collections,  I,  233. 


Seaton's 


Girls' 
School 


Godfrey's 


Letter 
writing 


192 


Early  Quaker  Edticatton  in  Pennsylvania 


Curriculum 
of  later  dates 


SpeUing 


Quaker 
school 
curricula 
compared 
with  others 


Studies  pur- 
sued in  the 
Negro  School 


Philadelphia,  Horsham  School  Minutes,  Darby,  and  others, 
indicate  that  the  curriculum  consisted  of  reading,  English, 
writing,  arithmetic,  branches  of  the  mathematics,  sewing, 
spelling,  needlework,  and  other  thing's  suitable  for  girls."^ 
The  only  one  which  is  mentioned  at  this  latter  date,  and  not 
at  the  former,  is  spelling.  This  of  course  does  not  mean, 
necessarily,  that  spelling  had  just  been  introduced.  In  1756 
the  visiting  committee  reported  that  spelling  books  and 
Bibles  were  needed  in  the  schools  for  the  poor  children,*^  and 
since  Benezet's  spelling  book  came  to  a  second  edition  in 
1779,*^*  and  Fox's  Instructions  for  Right  Spelling  was  pub- 
lished in  Philadelphia  in  1702,"^  we  may  be  certain  that 
spelling  as  a  regular  study  began  at  a  very  early  date.  If  we 
compare  this  curriculum  with  those  mentioned  by  private 
tutors  at  the  same  time,  we  find  them  essentially  the  same. 
There  was,  however,  frequent  mention  of  such  subjects  as 
navigation,  calk  guaging,  mensuration,  bookkeeping, ^^^  sur- 
veying,^^' dialling,^^^  astronomy,  and  fortification,"^  which 
are  not  mentioned  definitely  in  the  curricukmi  of  the  Friends' 
schools.  It  is  quite  probable  that  those  above,  dealing  with 
higher  mathematics,  were  included  in  the  higher  mathematics 
taught  in  the  Classical  School.  But  one  cannot  imagine  that 
"fortification"  was  granted  a  place.  Those  studies  of  the 
mathematics  may  be  mentioned  again  in  studying  the  curric- 
ulum of  the  Latin  School. 

The  curriculum  in  the  Negro  School  (1770)  consisted 
approximately  of  the  same  subjects,  though  they  may  have 
been  modified  to  some  extent  in  presentation,  and  restricted 
more  or  less  to  the  rudiments.  The  subjects  of  instruction 
mentioned  when  the  school  first  began  were  reading,  writing, 
and  arithmetic,  and  were  to  be  taught  imder  "prudent"  and 
' '  competent' '    direction. "° 


""Min.  Phila.  Mo.  Mtg.,  7 — 30,  1779,  151;  i — 30 — 1784,  123  flE.  Also, 
Min.  Horsham  Sch.  Com.,  i — 27 — 1783;  Min.  Horsham  Prep.  Mtg., 
I — 24 — 1783,  and  Min.  Darby  Mo.  Mtg.,  2 — 28 — 1793,  165,  give  some  of 
the  books  which  were  used  in  the  schools. 

i^P.  C.  S.  M.,  I,  138.     "^Hildeburn,  II,  332. 

^^Ibid.,  I,  39.  "8Pa.  Gaz.,  No.  1245,  1752. 

i"Z6id.,  No.  1499,  1757.    ^^Hbid.,  No.  1861,  1764. 

^^Hbid.,  No.  1556,  1758. 

""Min.  Phila.  Mo.  Mtg.,  3 — 30 — 1770,  370. 


School  Support,  Organization  and  Curriculum        193 


What  books  were  used  for  the  instruction  in  this  curriculum 
of  the  English  and  Lower  schools?  We  cannot  state  abso- 
lutely in  the  case  of  all  studies,  but  we  can  judge  with  com- 
parative certainty  what  books  were  most  available  for  their 
use. 

In  the  case  of  those  used  for  religious  instruction,  the  meet- 
ing records  usually  mentioned  the  name,  which  enables  one  to 
state  with  absolute  certainty  that  certain  books  were  used. 
Bibles  for  the  use  of  schools  were  requested  by  the  visiting 
committees  of  the  overseers  in  Philadelphia,  for  the  use  of 
poor  scholars."^  Other  books  of  religious  and  denomina- 
tional character  such  as  Penn's  Reflections,  Maxims,  and 
Advice  to  His  Children,  are  mentioned  definitely  by  Darby,^*^ 
Horsham  School  Committee, ^^  Sadsbury,^^  and  Byberry 
Preparative  meetings^^  as  being  received  for  use  in  connection 
with  the  schools.  Byberry  Preparative,^^  Radnor^*''  and  Sads- 
bury"^  monthly  meetings  mention  ftu-ther  the  receipt  of  Bar- 
clay's Apologies  for  school  use.  Besides  these,  which  were  un- 
doubtedly used  for  school  instruction,  there  was  a  long  list  of 
journals,  essays,  letters,  epistles,  histories  of  Friends,  etc., 
which  always  were  in  the  possession  of  each  meeting  and  may 
have  been  used  indirectly  at  least.  They  will  be  mentioned 
more  at  length  in  pages  following. 

The  spelling  book  prepared  by  Fox  and  published  in 
Philadelphia  in  1702,"'  must  have  claimed  a  place  in  the 
Friends'  schools,  though  the  books  are  nowhere  mentioned  by 
name.  The  title  of  this  book  includes  reading,  writing, 
spelling,  and  other  things  useful  and  necessary,  and  may 
easily  have  served  for  other  purposes  than  use  in  spelling 
instruction.  Other  spellers,  which  became  available  from 
time  to  time,  were  Benezet's  Pennsylvania  Spelling  Book  and 
The  Alphabet  printed  by   Henry  Miller,    1770."°    Among 


i«P.  C.  S.  M.,  1, 138. 

i<*Min.  Darby  Mo.  Mtg.,  2 — 28 — 1793,  165. 

i«Min.  Horsham  Sch.  Com.,  i— 11 — 1793. 

i^Min.  Sadsbury  Mo.  Mtg.,  2 — 20 — 1793,  118. 

i«Min.  Byberry  Prep.  Mtg.,  12 — 26 — 1792. 

"•7fetd.,8— 26— 1789. 

"^Min.  Radnor  Mo.  Mtg.,  5 — 8 — 1789,  55. 

"«Min.  Sadsbury  Mo.  Mtg.,  6 — 17 — 1789,  II,  70. 

"•Hildebtim,  I,  39  (published  in  London  1697). 

«»/Wd.,  II,  100. 


Books 
prominent 
for  religious 
instruction 
in  the  schools 

Bible 

Apology  of 
Barclay,  and 
Penn's 
Reflections, 
Maxims,  and 
Advice  to  His 
Children 


Books 
probably 
used  in 
spelling 


194  Early  Quaker  Education  in  Pennsylvania 


Primers 
likely  to  be 
used 


Other 
primers 
available  for 
use  during 
the  century 


those  which  were  used  later  in  the  century,  Prowell,  in  speak- 
ing of  the  schools  in  York  County,  notes  Comly's,  Cobb's, 
and  Webster's. ^^^  From  this  array,  which  is  no  doubt  incom- 
plete, we  may  judge  the  schools  were  well  supplied. 

Of  the  primers  available,  and  likely  to  be  used,  there  were 
a  host.  The  first  which  should  be  mentioned  was  that 
published  by  Fox  in  1659;  it  is  not  known  whether  this 
primer  was  used  in  Philadelphia.  It  seems  that  it  was  not 
printed  there. ^^^  In  1677-8,  the  monthly  meeting  authorized 
the  ptirchase  of  "primmers,"^^  however,  and  the  choice  must 
have  been  either  Fox's  or  Pastorius'.  No  student  of  early 
printing  in  Philadelphia  has  yet  been  able  to  determine  when 
the  latter's  was  published.  Hildebum  is  in  doubt,^^  while 
Smith  thinks  the  "primmers"  ordered  by  the  meeting  1697-8 
must  have  been  those  of  Pastorius.  ^^^  The  minute,  however, 
does  not  state  which.  In  1696  Pastorius  indicated  his  willing- 
ness to  take  charge  of  a  printing  press  for  Friends,^^^  but, 
since  it  had  to  be  brought  from  England,  it  is  not  likely,  though 
possible,  that  he  himself  could  have  printed  the  book,  before 
the  time  of  the  "primmer"  purchase  was  mentioned.  Since 
Pastorius  lists  a  Fox's  Primmer  among  the  books  in  his 
possession,^"  that  book  must  have  been  known  in  the  monthly 
too  meeting,  and  may  have  been  the  one  used.*  The  data  are 
inadequate  and  uncertain  for  reaching  a  decision  in  the  matter. 

Other  primers  published  and  available  in  Philadelphia  and 
which  may  well  have  gotten  into  Friends'  schools  were 
Franklin's,  1 764 ;  The  New  England  Primmer  Improved,  1770; 
The  Newest  American  Primer,  1779;  The  New  England  Prim- 
mer Improved,  1779;  and  ^  Primmer,  1779.^^^     The  minutes 


i"Prowell,  I,  540. 

i^^ln  1689  Phila.  Mo.  Mtg.  authorized  W.  Bradford  to  print  certain  of 
G.  Fox's  papers.  These  are  not  named  and  it  hardly  seems  probable 
that  Fox's  Primmer  was  in  the  list.  Bradford's  request  for  permission 
(Geneological  Publications,  II,  139),  H.  S.  P. 

i«Min.  Phila.  Mo.  Mtg.,  12— 25— 1697-8,  p.  227  (G.  S.  P.  P.) 

i^^Hildeburn,  I,  38. 

i^^Smith,  Supplement  to  Catalogue  of  Friends  Books,  262. 

i6«Min.  Phila.  Mo.  Mtg.,  11— 29— 1696-7,  211.     (G.  S.  P.  P.,  Vol.  4). 

i^'Pastorius's  Common  Place  Book  (Mss.)  H.  S.  P. 

"^Hildeburn,  II,  21,  114,  341, 340,  and  343, respectively. 

*The  Primer  of  Stephen  Crisp  is  also  mentioned  frequently  with  that  of 
Fox,  as  being  used  in  the  schools.  (Min.  Abington  Mo.  Mtg.,  8 — 27 — 
1735,  207. 


School  Support,  Organization  and  Curriculum        195 


of  the  meetings  give  little  guidance  as  to  which  were  or  were 
not  used.  We  know  only  they  had  this  list  (and  perhaps 
more)  from  which  to  select.  Still  other  books  which  were 
probably  used  in  the  English  work  were  Dilworth's  A  New 
Guide  to  the  English  Tongue  and  The  Child's  New  Plaything  or 
Best  Amusement,  intended  to  make  the  Learning  to  Read  a 
Diversion  instead  of  a  Task,  both  of  which  were  published  in 

1757-^'' 

For  use  in  the  writing  school,  we  find  one  definite  refer- 
ence made  to  Bickam's  Universal  Penman,  which  was  pur- 
chased for  use  in  Alexander  Seaton's  School  in  1762.^^°  The 
various  primers  and  spellers  already  mentioned  dealt  largely 
with  writing  also,  giving  models  which  were  to  be  set  before 
the  pupil  in  the  books  or  to  be  written  out  for  him  by  the 
master.  Some  of  the  mottoes  called  to  mind  were :  "Com- 
mand you  may  your  mind  from  Play"  and  "A  man  of  words 
and  not  of  deeds,  is  like  a  garden  full  of  weeds.  "^^^  The  first 
exercises  in  writing  were  the  making  of  elements  such  as 
straight  lines,  curves,  and  then  single  letters,  and  words.  The 
various  samples  which  the  writer  has  noticed  in  the  boy's 
letter  quoted,  ^^^  and  the  student  manuscript  papers,  ^^  were  of 
very  good  quality,  the  median  grade  of  them  being  about 
"eleven"  on  the  Thomdike  Handwriting  Scale.* 

Various  arithmetics  may  be  mentioned.  There  were 
Gough's  A  Treatise  of  Arithmetic,  Theory,  etc.,  1770,  and 
Practical  Arithmetic,  1767,  neither  of  which  appears  to  have 
been  published  in  Philadelphia,  but  may  have  been  better 
recommended  than  others,  since  gotten  up  by  a  Friend. 
Dilworth's  Schoolmaster's  Assistant  published  in  Philadelphia, 
1773/"  was  no  doubt  a  close  competitor  with  Pike's,  Park's, 
and  DaboU's  arithmetics,  which  Prowell  mentions  as  being 
common  in  the  latter  part  of  the  century.^**    He  also  describes 


In  the 
writing 
schools 


QuaUty  of 
some  samples 
noted 


Arithmetics 
used  in  some 
of  the 
schools 


i"Sildeburn,  I,  318. 
"op.  C.  S.  M.,  I,  240. 
»«Prowell,  I,  541. 
i®See  page  191. 

ii^Chiefly  in  the  Norris  Mss.  Collections. 

*A  scale,  having  units  of  known  value,  which  is  used  in  measuring 
accomplishment  in  handwriting. 
i^Hildeburn,  II,  164. 
i»Prowell,  I,  540. 


196 


Early  Quaker  Education  in  Pennsylvania 


Ms.  collec- 
tion indi- 
cates the 
nature  of  the 
arithmetic 
work 


Classical 

school 

curriculum 


a  book  gotten  up  by  Elihu  Underwood,  schoolmaster  at 
Warrington,  in  which  he  copied  very  orderiy  all  the  exercises 
of  the  arithmetic,^^^  The  Norris  Collection  likewise  contains  a 
few  pupils'  copy  books  filled  with  neatly  arranged  exercises  in 
addition,  multiplication,  division,  both  decimal  and  vulgar 
fractions,  and  another  one  which  would  correspond  to  our 
present-day  commercial  arithmetic,  but  which  Isaac  Norris 
probably  called  his  merchants'  accounts.^®''  The  books  vary 
in  dates  from  1729  to  1779. 

The  curriculum  of  the  classical  school  is  best  indicated  by 
statements  made  on  employing  teachers  for  that  place,  which, 
though  they  indicate  the  subjects,  do  not  state  what  materials 
were  used  for  study.  Whether  the  materials  used  in  the 
study  of  the  Greek  and  Latin  tongues  included  the  so-called 
"profane  authors"  is  a  matter  for  speculation.  Robert 
Willian  in  1748  was  brought  from  England  to  teach  Latin 
and  Greek  and  other  parts  of  learning. ^^*  The  "other  parts" 
may  have  included  some  English  grammar,  writing,  and 
mathematics,  as  these  are  frequently  mentioned  elsewhere  as 
being  a  part  of  the  Latin  school  coiu-se.^^^  Several  masters 
employed  from  time  to  time  for  instruction  in  these  subjects 
were  (after  Willian) :  Alexander  Buller,*  writing,  mathe- 
matics, and  the  Latin  tongue ;  John  Wilson,  as  usher^^"  to  the 
master  in  the  same  school,  and  later  as  master;"^  King;^^^ 
William  Johnson  i"^  Charles  Thompson  ;^^*  and  Robert 
Proud. ^''^  Others  might  be  named,  all  of  whom  seem  to  have 
been  employed  for  teaching  substantially  the  same  curricu- 
lum. Arithmetic  and  reading  are  at  times  mentioned  as 
being  taught  in  the  Latin  school,  usually  by  the  ushers.^^' 


i**Elihu  Underwood  was  teacher  at  Warrington  in  York  County  in 
1784  (See  Warrington  Mo.  Mtg.  Min.,  i — 10 — 1784,  47. 

^'"Norris  Ms.  Collection,  H.  S.  P. 

««P.  C.  S.  M.,  I,  64. 

^^^Ibid.,  26;  also  Min.  Phila.  Mo.  Mtg.,  7-30-1779,  151. 

*In  1 74 1  Buller  advertised  the  teaching  of  writing,  arithmetic,  mer- 
chants' accounts,  navigation,  algebra,  and  other  parts  of  the  mathema- 
tics to  be  taught  at  the  "PubUc  School."     (Po.  Gaz.  No.  673, 1741). 

^-'Hbid.,  84. 

"i/Wd.,  lOI. 

y^Ihid.   122. 

i"7Wd."|  131!  "«7&td.,  133. 

"*Min.  Phila.  Mo.  Mtg.,  i — ^30 — 1784,  123  ff. 

"«/wd.,  7—30—1779.  151- 


School  Support,  Organization  and  Curriculum        197 


The  curriculum  of  what  was  known  as  the  English  School 
overiapped  in  some  respects  that  of  the  Latin.  Among  the 
subjects  usually  taught  there  may  be  mentioned:  arithme- 
tic, writing,  accounts,  French,^^  reading,*^^  and  probably 
some  mathematics.^'^  The  Giris  School's  curriculum,  taught 
by  Benezet  in  1754,  consisted  of  reading,  writing,  arithmetic, 
and  English  grammar.^*" 

Some  light  is  cast  on  the  method  of  instruction  in  the 
English  and  Latin  schools  by  instructions  given  by  the  Board 
for  the  use  of  the  master.  Latin  scholars  were  to  be  accus- 
tomed to  analyze  and  parse  their  several  lessons;  and  the 
EngHsh  scholars  to  learn  it  grammatically.  Moreover  the 
double  translation  method  for  Latin  and  Greek  was  required 
for  instruction  in  those  subjects;  and  practice  in  hand- 
writing and  spelling. ^^^  The  reader  is  also  referred  to  page 
183  to  the  rules  of  Robert  Proud,  in  which  he  states  that 
Latin,  as  far  as  the  pupils  are  able,  must  be  used  in  the  school. 
The  reading  of  the  Scriptures  was  required  three  times  a 
week,^*2  and  in  later  rules  (1795),  they  name  also  the  works  of 
Penn  and  Barclay  as  being  required.  They  are  placed  in  .the 
same  category  with  the  Scriptures. ^^ 

Of  the  grammars  used  we  made  reference  previously  to 
that  of  Rudiman,^^  which  was  published  in  Philadelphia  in 
1776.^^  This  was  the  first  American  edition.  Another, 
Davy's  Adminiculum  Puerile,^^  or  a  help  for  school  boys, 
containing  fimdamental  exercises  for  beginners,  syntax, 
cautions  for  mistakes,  English  for  Latin  verses,  and  so  forth, 
which  was  made  easily  available  by  a  Philadelphia  reprint  in 
1758,  may  have  been  in  use.     We  might  expect  to  find  that 


i"P.  C.  S.  M.,  I,  33. 

"«Ibid.,  14. 

"'Alexander  Seaton,who  came  to  the  English  School  about  1754  (P.C. 
S.  M.  I,  1 17)  had  been  teaching  a  school  of  the  same  nature  in  the  upper 
part  of  the  city,  in  which  he  taught  mathematics.  That  school  was 
also  under  the  direction  of  the  Board.     (P.  C.  S.  M.,  I,  90). 

"°/Wd.,  80. 

"i/frtd.,  I04f. 

^<^Ibid. 

^^A  list  of  the  rules  for  the  government  of  the  schools,  printed,  in  the 
P.  C.  S.  depository. 

'"See  page  189. 

i^Hildeburn,  II,  266. 

iM/Wd.,  464. 


Curriculum 
in  the 
English 
school 


Methods 
used  in 
language 
instruction 


Latin  to  be 
used  in 
school  as 
much  as 
possible; 
Scriptures, 
Penn,  and 
Barclay 
required 


Grammar 
used; 

others  that 
were 
available 


iqS 


Early  Quaker  Education  in  Pennsylvania 


French 
grammars 


School 
books 

possessed  by 
Daniel 
Pastorius 


Mathematics 


some  of  the  worthy  masters,  Pastorius,  Willian,  Thompson, 
Wilson,  Proud,  and  others  made  some  contribution  in  the 
way  of  Latin  text -books;  we  are,  in  that  respect,  disap- 
pointed. Another  grammar,  but  of  the  English  tongue,  was 
that  prepared  by  James  and  John  Gough,  which,  after  being 
duly  inspected  by  the  Board,  was  adopted  for  use  in  the 
English  School  in  1761.^*'  Since  English  grammar  was  also 
taught  in  the  Latin  School,  it  may  have  been  used  in  that 
department  also.  Concerning  the  French  book  or  grammar 
which  Anthony  Benezet  may  have  used  when  he  was  engaged 
to  teach  that  subject  in  1742,^**  we  cannot  state  definitely. 
However,  there  was  a  French  School  Book  published  in 
Philadelphia  in  1730,^^^  and  it  may  safely  be  assumed  to  have 
been  available  for  his  use.  The  character  of  the  book  we  do 
not  know.  Perrin's  Grammar  of  the  French  Tongue  was  printed 
in  Philadelphia,  1 779,^^°  and  was  no  doubt  the  best  book  avail- 
able for  use  of  the  schools  at  and  subsequent  to  that  time. 
It  may  be  well  to  mention  here  some  school  books  which  were 
in  the  possession  of  Daniel  Pastorius;  their  presence  may 
indicate  that  they,  or  a  part  of  them,  were  used  in  the  school. 
They  were:  Education,  The  Young  Clerk's  Tutor,  Elements 
of  Geometry,  A  Short  Introduction  to  Grammar,  The  English 
School  Master,  G.  Fox's  Primmer,  and  Teacher's  Instruction 
for  Children}^^ 

Some  idea  of  the  extent  to  which  mathematics  was  taught 
may  be  gained  from  certain  old  exercise  books.  Some  of 
those,  which  doubtless  belong  to  the  lower  schools,  dealt  with 
arithmetical  exercises,  with  whole  numbers,  vulgar  and  deci- 
mal fractions,  and  commercial  arithmetic.^^^  Others,  clearly 
more  advanced,  and  doubtless  belonging  to  the  Latin  school, 
though  some  were  taught  in  the  English,  are  chiefly  filled 
with  theorems  and  proven  solutions  in  geometry,  trigonome- 
try,   conic    sections,    and    spherical    trigonometry. ^^^     This 


i8'P.  C.  S.  M.,  I,  235. 
'**Seepage57. 
is'Pa.  Gaz.,  Apr.  16,  1730. 
i9«Hildeburn,  II,  342. 

i^iPastorius,  Common  Place  Book  {Mss.)  H.  S.  P. 
I'^Books  of  Charles  and  Isaac  Norris  in  Norris  Ms.  Collection. 
i83Books  chiefly  of  Norris,  I.  Griffiths,  and  King,  in  the  Norris  Ms. 
Collection. 


School  Support,  Organization  and  Curriculum        199 

compares  quite  favorably  with  the  courses  suggested  in  the 
newspapers,  as  we  have  akeady  mentioned. 


METHOD 

Concerning  this  topic  little  is  to  be  added  to  what  has 
already  been  suggested  in  connection  with  the  discussion  of 
the  subject  matter.  Some  points  of  method,  of  which  we  are 
reasonably  certain,  will  be  stated.  In  religious  instruction, 
where  the  Bible,  Perm's,  Barclay's,  Fox's,  and  other  works 
were  used  as  the  material,  a  catechetical  method  was  used  by 
parents  in  the  home,  by  the  masters  and  mistresses  in  the 
schools,  and  in  the  youths'  meetings,  which  were  always 
among  the  first  established.  This  method  still  prevails  to 
some  extent  for  the  yoimg  children.  Drill  in  spelling  and 
handwriting  has  already  been  mentioned  as  urged  by  the 
overseers  in  their  directions  to  the  masters  and  mistresses  in 
the  Latin  and  English  schools.^*^  The  chief  elements  of 
Latin  and  Greek  instruction  were:  analysis,  parsing,  double 
translation,  and  the  necessary  memory  drills.  The  pupils  in 
Proud's  school  were  also  required  to  speak  Latin  so  far  as  able 
to  do  so.  We  have  also  mentioned  that  in  teaching  writing 
the  practise  was  to  begin  with  simple  lines,  curves,  etc.,  and 
proceed  to  the  more  complex  performances."*  In  the 
majority  of  subjects  "copybooks"  were  required  to  be  kept. 
All  of  these  the  writer  has  been  privileged  to  observe,  being 
kept  in  a  very  neat  and  regular  fashion.^^ 


Methods 


Catechetical 
method  in 
religion 


Drill  in 
spelling  and 
writing 


Parsing, 
double 
translation 
in  classics 


OTHER   LITERATURE    USED   IN  THE   MEETINGS 

Besides  the  books  already  mentioned  that  are  known  to 
have  been  concerned  directly  with  schools,  there  were 
innmnerable  others  which  were  printed  by  Friends  and  cir- 
culated at  their  suggestion  among  aU  the  meetings.  They 
are  lar>;ely  religious  and  doctrinal  treatises;  many  of  them, 
though  not  foimd  thus  stated,  may  have  been  used  in  instruc- 
tion.   They  were  at  least  of  educational  importance  to  the 


IMP.  C.  S.  M.,  I,  104  f. 

i**See  page  195. 

i9«See  Norris  Ms.  Collection,  H.  S.  P. 


Books  cir- 
culated 
r^fularly 
among 
meetings 


200  Early  Quaker  Education  in  Pennsylvania 


Usually 
purchased 
by  the 
meetings; 
not  always 


A  list  of 
books  most 
commonly 
found  in  the 
meeting 


communities  that  read  them.  They  are  mentioned  in  the 
minutes  of  every  meeting.  Though  usually  paid  for  by  the 
meeting,  the  Board  of  Overseers  in  Philadelphia  went  on 
record  to  the  effect  that  fines  for  absence  from,  or  tardiness  in 
coming  to  their  meetings  should  be  applied  to  the  purchase  of 
books  for  the  school  library.  ^^  Sometimes  they  were  given 
by  bequest,  as  in  the  case  of  the  Philadelphia  school,  which 
received  through  the  monthly  meeting  a  large  collection  (for 
that  day)  from  Thomas  Chalkly.^^^  The  list,  as  given  below, 
is  made  up  from  records  of  Sadsbury,  Westland,  Warrington 
and  Fairfax,  Uwchlan,  Concord,  Radnor,  New  Garden, 
London  Yearly,  Philadelphia  Yearly,  Gwynedd,  Falls, 
Exeter,  Wrightstown,  Darby,  Byberry,  Horsham,  Abington, 
and  Buckingham  meetings,  and  though  perhaps  it  does  not 
contain  all,  it  does  have  those  most  commonly  used.  This 
list  is  as  follows: 

Banks,  Journal,  Life  and  Travels. 

Barclay,  Anarchy  of  the  Ranters. 

Bathurst,  Truth  Vindicated. 

Benezet,  Account  of  the  Friends  (in  the  German  language). 

Oh  the  Keeping  of  Slaves. 
Churchman,  Journal. 
Claridge,  Posthumous  works. 
Crisp,  Epistles  of  Stephen  Crisp. 
Davis,  Journal. 
Edmundson,  Journal. 
Elwood,   Works. 
Fothergill,  Journal. 
Fox,  Journal. 
Fuller,  Catechism. 
Hall,  A  Mite  into  the  Treasury. 

Holme,  A  Serious  Call  in  Christian  Love  to  all  People. 
Keith,  Way  to  the  City  of  God. 
London  Yearly  Meeting's  Epistles. 
Penn,  No  Cross  No  Crown. 

Rise  and  Progress  of  the  Quakers. 
Travels  in  Germany. 
Philadelphia  Yearly  Meeting's  Epistles. 
Richardson,  Life  of  John  Richardson. 
Sewell,  History  of  Friends, 


i"P.  C.  S.  M.,  I,  239. 
i»«7Wd.,  75. 


School  Support,  Organization  and  Curriculum       201 

Scott,  Journal. 

Spaulding,  Reason  for  leaving  the  National  Mode  of  Worship. 

Stanton,  Journal. 

Treatises  on  Tyihes. 

Treatises  on  Reasons  for  Silent  Waiting. 

Turford,  Grounds  of  an  Holy  Life. 

Woolman,    Journal. 


SUMMARY 

The  first  problem  presented  was  how  to  establish  some 
satisfactory  means  of  school  support,  which  should  be  per- 
manent, and  thus  conducive  to  better  schools  in  every  way. 
Recommendations  from  the  yearly  meetings  dwelt  upon 
this  point  in  the  yearly  advices,  but  being  of  a  general  and 
advisory  character,  could  not  compel  the  lower  units  to  act  at 
once.  This  lack  of  power  in  a  control  authority  was  the 
greatest  weakness,  and  because  of  it,  educational  develop- 
ment was  not  so  rapid  as  it  might  otherwise  have  been.  The 
chief  forms  of  school  support  were:  (i)  subscription,  (2) 
rates,  (3)  bonds,  and  (4)  legacies.  In  accordance  with  sugges- 
tions made  by  the  yearly  meeting,  plans  were  adopted  by 
most  meetings  (in  the  latter  half  of  the  century)  for  the 
estabUshment  of  permanent  funds.  These  plans  were  based 
upon  the  subscription  idea.  The  chief  characteristics  of  the 
plans  adopted  were: 

1.  Voluntary  subscriptions;    interest-bearing  notes  given. 

2.  Trustees  always  named  in  the  monthly  meetings. 

3.  Reports  to  be  made  regularly  to  the  trustees. 

4.  All  money  received  was  to  be  invested,  real  property  preferred. 

5.  The  monthly  meeting  to  decide  any  disputes  arising  among 
trustees. 

6.  Fimds  were  to  pay  salaries,  and  provide  and  repair  buildings. 

The  organization  was  headed  by  the  yearly  meeting,  whose 
advices  were  distributed  among  the  lower  imits.  The 
quarterly  meeting  was  nothing  more  than  a  supervisory  and 
directing  group.  The  real  work  of  organizing  schools  was 
performed  by  the  monthly  and  preparative  meetings.  The 
other  quarterly  and  monthly  meetings  worked  through 
specially  appointed  committees. 

Several  schools,  in  Philadelphia  and  Abington,  for  example, 
very  early  acquired  permanent  lands  for  their  foundation. 


Support 


Weakness  in 
the  organi- 
zation 

Forms  of 
support 


Subscription 
plans  gener- 
ally adopted 


Organization 


202 


Early  Quaker  Education  in  Pennsylvania 


The  school 
lands 


Houses 


Two  classes 
of  pupils 

Growth  of 
schools 


Length  of 
school  week 
and  day 

Vacations 


Supervision 


Curriculum 
of  Latin 
School 

Grammars 
used 


Method 


Others  did  not  gain  such  foundations  until  the  latter  part  of 
the  eighteenth  century.  Even  where  land  was  possessed,  the 
schools  were  quite  often  held  for  a  1  ime  in  the  meeting  houses. 
Sometimes  the  meeting  house  was  used  until  late  in  the  19th 
century,  as  in  the  case  of  the  Merion  School.  Other  schools 
were  held  in  the  home  of  the  teacher.  The  buildings  were  not 
large,  and  were  often  used  for  the  masters'  families,  or  parts 
of  them  let  out  to  tenants.  In  one  case  in  Philadelphia  the 
schoolhouse  was  heated  for  a  time  with  a  brick  stove. 

There  were  always  two  classes  recognized,  the  pay  pupil 
and  the  free  pupil.  Every  necessity  was  ftimished  the  latter 
by  the  board  or  committee  in  charge  of  schools.  Teachers  (in 
Philadelphia,  at  least)  had  to  keep  a  list  of  scholars  and  their 
expenditures  and  report  to  the  board.  The  size  of  schools 
remained  about  the  same,  but  the  increase  in  number  of 
schools  indicated  the  growth  of  the  system  in  Philadelphia. 

Very  explicit  rules  were  laid  down  for  the  government  of 
the  pupils'  behavior,  both  in  school  and  out.  By  some 
masters  they  were  enforced  mildly;  by  others  harshly.  In 
spite  of  excellent  rules  and  premiums  offered,  the  masters 
were  perplexed  with  the  discipline  and  attendance  problems. 
School  was  kept  for  five  and  one-half  days  per  week  and  from 
seven  to  eight  hours  each  day;  however,  some  were  kept  only 
half  days.  Vacations  were  brief  and  seldom.  The  various 
student  papers  indicate  the  presence  of  a  student  organiza- 
tion. To  promote  the  interest  of  the  pupils  and  assist  the 
master,  visitations  were  performed  at  periods  by  the  commit- 
tee on  schools. 

The  curriculum  of  the  Latin  School  consisted  of  Latin, 
Greek,  English  grammar,  writing  and  mathematics.  There 
was  some  overlapping  of  the  ctirricula  of  the  English  and 
Latin  schools.  Rudiman's  Grammar  was  used,  and  Davy's 
Adminiculum  Puerile,  Cough's  English  Mannor,  and  Perrin's 
Grammar  of  the  French  Tongue  were  available  for  use. 
Whether  classical  authors  were  or  were  not  included  in  the 
materials  used  in  Greek  and  Latin  classes  is  not  shown  by  the 
records.  It  has  been  stated  that  parsing,  analysis,  double 
translation,  and  speaking  Latin  as  much  as  possible  in  school, 
were  the  chief  elements  in  the  method  of  instruction.     Mathe- 


School  Support,  Organization  and  Curriculum       203 


matics  included  anything  as  advanced  as  spherical  trigonome- 
try and  conic  sections. 

The  curriculum  of  the  lower  schools  consisted  of  reading, 
writing,  casting  accoimts  and  arithmetic.  No  mention  is 
made  that  French  was  taught  before  Benezet's  coming  in 
1742.  Though  no  early  explicit  reference  to  spelling  is  made, 
we  infer  it  must  have  been  taught  at  an  early  date.  Many 
schools  were  kept  for  poor  children  in  which  were  taught 
reading,  writing  and  sewing.  The  curriculimi  of  the  Negro 
School  consisted  of  reading,  writing  and  arithmetic. 

A  large  amoimt  of  literature  of  religious  character  was 
circulated  through  the  meetings,  and  probably  constituted 
a  good  part  of  the  materials  used  in  the  schools. 


Curriculiun 
of  lower 
schools 

In  the 
Negro  School 

Literature 
used  in  the 
meetings 


CHAPTER  X 


MASTERS  AND  MISTRESSES 


Discussion 
of  individual 
masters  to 
be  brief 


Qualifica- 
tions de- 
manded of 
teachers; 
morality, 
membership 
and 
competency 


Serious 
attempt 
made  to 
meet  the 
standards 
set 


There  is  on  this  subject  a  considerable  amount  of  available 
material,  though  much  of  it  is  difficult  of  access.  Of  a  long 
list  of  Quaker  masters,  and  mistresses  too,  for  they  employed 
women  from  the  very  earliest  date,  it  will  be  impossible  in  the 
brief  space  of  this  chapter  to  say  more  than  a  word.  Some 
will  only  be  mentioned  because  of  scarcity  of  material  con- 
cerning them;  others  must  be  only  mentioned,  even  though 
they  are  of  such  importance  that  the  story  of  their  lives  have 
required  and  would  require  volumes  to  write.  ^ 

Before  a  discussion  of  the  masters  and  mistresses  employed 
in  the  Quaker  schools,  it  should  be  ascertained,  if  possible, 
what  were  the  ideals  or  standards  which  were  consciously  set 
up  to  guide  in  their  selection.  What  sort  of  tutors  did  they 
desire?  This  has  already  been  touched  upon,  in  other  chap- 
ters, so  we  may  simply  state  the  chief  criteria  without  further 
discussion.  These,  as  stated  from  time  to  time  by  the  yearly 
mee Lings  and  reiterated  by  quarterly,  monthly,  and  pre- 
paratives, were:  (i)  morality,  (2)  be  a  member  of  Friends, 
and  (3)  competent  to  teach  the  subjects  for  which  employed. '^ 
The  selection  of  teachers  possessing  such  qualifications  was 
usually  entrusted  to  the  care  of  committees  as  has  already 
been  sufficiently  pointed  out. 

In  a  majority  of  cases  there  was  a  real  concern  on  the  part 
of  the  monthly  meetings*  committees  to  secure  teachers 
possessing  the  above  named  qualities,'  their  success  in  so 
doing  increasing  towards  the  latter  part  of  the  i8th  century. 


*For  instance,  F.  D.  Pastorius,  Anthony  Benezet,  Robert  Proud, 
Christopher  Taylor,  and  many  others. 

"Min.  London  Yr.  Mtg.,  4 — 9  to  11 — 1690,  52;  4 — i  to  4 — 1691,  60; 
3 — 13  to  17 — 1695,  89;  also  collected  Advices  of  Philadelphia  and 
Burlington  Yr.  Mtg.,  250  ff. 

^Min.  Byberry  Prep.  Mtg.,  2 — 22 — 1786. 

(204) 


Masters  and  Mistresses 


205 


The  fact  that  they  have  been  successful  in  securing  Friends 
for  teachers  is  usually  mentioned  in  their  reports.*  In 
bequests  of  property  for  use  of  schools,  it  was  quite  customary 
to  state  that  the  masters  or  mistresses  should  be  Friends,  and 
to  be  otherwise  conducted  as  directed  by  the  yearly  meeting.^ 
There  were  of  necessity  some  failures  in  the  attempt  to 
secure  such  qualified  masters,  the  failures  being  sometimes 
recorded  in  the  minutes.*  The  failures  seem  generally  to 
have  been  caused  by  the  scarcity  of  the  masters  rather  than 
carelessness  on  the  part  of  the  meeting  or  its  committees.' 

The  source  whence  teachers  were  secured  was  usually,  in 
the  case  of  the  lower  schools,  home  talent,  no  record  having 
been  found  where  a  teacher  was  sent  for  or  came  from  a  great 
distance  especially  to  take  charge  of  schools.  But  innumer- 
able instances,  of  which  a  few  are  cited  later  in  this  work,  are 
at  hand,  where  home  talent  was  employed.^  Enoch  Flower, 
the  first  master  employed,  was  "an  inhabitant  of  the  said 
town.  "9 

In  the  case  of  the  classical  school,  the  practice  was  quite 
different.  The  difference  was  doubtless  the  result  of  neces- 
sity, rather  than  of  choice.  The  first  master,  Keith,  of  the 
school  which  was  first  established  by  the  meeting,  and  his 
successors,  Makin,  Cadwalader,  and  Pastorius,  were,  of 
course,  as  much  native  to  the  place  as  were  any  of  the  early 
settlers  in  the  city.  Of  later  masters,  however,  quite  a  num- 
ber were  brought  from  England  especially  for  the  business  of 
"keeping  school"  or  sought  in  other  of  the  colonies.  Certain 
specific  cases  may  be  mentioned.  In  1784  Robert  Willian 
came  from  England  "to  undertake  keeping  Friends'  school," 
producing  a  certificate  from  Scarborough  Meeting  in  York- 
shire.^"   In  1746  the  committee  had  been  appointed  to  write 


*Min.  Goshen  Mo.  Mtg.,  7 — 6 — 1792;  Min.  Kennett  Mo.  Mtg.,  5 — 
12 — 1785 — 814;  Min. Radnor  Mo. Mtg.,  7 — 11 — 1786,4;  Min.  Uwchlan 
Mo.  Mtg.,  12 — 5 — 1782,  136;   II — 7 — 1782,  132. 

»Deed  No.  88,  New  Garden,  Tp.  ,Chester  Co.  (In  Fireproof  of  Ortho- 
dox Friends  in  West  Grove,  Pa.). 

'Min.  Goshen  Mo.  Mtg.,  8-1  i-i  797;    Min.  Ken.  Mo.  Mtg.,  3 — 14 — 

1793,  39- 

^Min.  Goshen  Mtg.,  8 — 5 — 1796. 

8P.  C.  S.  M.,  I,  3,  33,  and  90;  Min.  Darby  Mo.  Mtg.,  7— 17— 1692, 
54;  Min.  Phila.  Mo.  Mtg.,  i — 29 — 1700,  254;  4 — 24 — 1720,  63. 

*Col.  Rec.  I,  36.  i»Min.  Phila.  Mo.  Mtg.,  6—26—1784,  64. 


Teachers  in 
lower 
schools 
usually  from 
the  home 
locality 


Many  Latin 
School  mas- 
ters came 
from  a  dis- 
tance 

Willian 


2o6  Early  Quaker  Education  in  Pennsylvania 


Robert 
Proud 


Peter 
Warren 


To  supply 
teachers,  the 
apprentice- 
ship system 
used 


Samuel 

Eldridge 

apprenticed 


and  others 


to  England  concerning  a  teacher  for  the  Public  School.^^ 
Previous  to  this  time  a  similar  attempt  had  been  made  to 
secure  someone  to  take  the  place  of  William  Robbins." 
Similarly,  Robert  Proud  was  recommended  by  John  Fother- 
gill  in  1758  to  Israel  Pemberton  (of  Philadelphia)  as  a  very 
suitable  master  for  the  school."  Their  "teacher's  agency"  in 
England  was  constituted  by  two  members,  John  Fothergill 
and  John  Himt ;  at  any  rate,  for  some  forty  or  fifty  years  they 
always  informed  them  as  soon  as  they  had  need  of  masters, 
and  except  in  a  few  cases,  masters  were  sent  over.  At  one 
time  (1760)  not  being  able  to  hear  of  a  possible  applicant  in 
England,  an  attempt  was  made  to  induce  Peter  Warren,  an 
inhabitant  of  Virginia,  to  come  to  the  position,  at  a  salary  of 
£150,  plus  £20  to  transport  his  family."  In  the  ensuing 
correspondence  it  was  stated  by  the  said  Warren  that  he 
chose  to  go  to  Pittsburg ;  to  inhabitants  of  Philadelphia  his 
choice  must  have  seemed  ridiculous. 

However,  the  overseers  of  the  school  were  not  daunted. 
Quite  in  keeping  with  the  system  of  apprenticing  the  youth 
in  various  occupations  to  members  of  Friends,  and  also  in 
keeping  with  the  general  custom  of  the  day,  they  sought  out 
the  brightest  and  most  capable  poor  lad  in  their  limits,  and  if 
they  foimd  him  interested  at  all  in  the  "futures"  of  teaching, 
they  made  the  offer  of  an  apprenticeship  in  the  school. 
Instances  may  be  cited  which  will  clarify  their  procedvu-e. 

In  1 7  56  it  was  proposed  that  Samuel  Eldridge  be  apprenticed 
to  the  board  to  prepare  him  to  become  a  teacher  of  Latin  and 
Greek  ;^^  he  was  to  study  Latin,  Greek,  Arithmetic,  Accounts, 
and  Mathematics.^^  He  was  to  be  furnished,  besides  the 
instruction,  clothing  and  board,  and  was  paid  £30  annually. 
In  return  for  this  he  studied  and  performed  such  duties  in  the 
capacity  of  usher  as  his  progress  in  the  various  subjects  would 
permit.  At  the  end  of  the  period  of  his  indenture  (1760)  the 
board  manifested  their  approval  of  his  services  by  a  gift  of 
£10."    At  another  time  shortly  subsequent  thereto  there  was 


"P.  C.  S.  M„  I,  58. 
"/Wd.,  5  f. 
»IHd.,  175. 
»Ibid.,  208. 
^Ubid.,  139. 


i«7&td.,  141. 


"Ibid.,  265. 


Masters  and  Mistresses 


207 


mentioned  the  desirability  of  encouraging  James  Dickinson, 
Richard  Dickinson,  and  Joseph  Rice  to  continue  their 
schooling  in  order  to  become  school  masters;  members  of  the 
board  were  named  to  speak  with  them  and  to  ascertain  their 
desires  and  intentions.**  One  of  them,  James  Dickinson,  was 
in  1762  indented  to  serve  three  years  in  the  same  manner  as 
Eldridge.*^  King  also,  in  1754,  was  taken  in  as  usher 
at  a  very  small  salary,  later  to  become  a  master  in  the 
school. 2°  The  exact  extent  of  the  apprenticing  of  school  mas- 
ters is  not  determined,  but  it  does  not  seem  to  have  been 
widely  practised  in  and  around  Philadelphia.  This  appear- 
ance might,  however,  be  corrected  if  greater  soturces  of 
information  were  available. 

One  woiild  judge  from  the  complaints  of  the  yearly  meet- 
ings, and  their  recommendations,  that  better  and  more 
permanent  accommodations  be  afforded,  so  that  teachers 
might  be  more  easily  kept,^*  that  the  tenure  of  the  early 
Quaker  schoolmaster  was  short.  The  yearly  meeting  recog- 
nized the  advantage  accruing  from  longer  tenure,  and  did  seek 
to  remove  some  of  the  causes  which  worked  against  it.  Just 
how  much  they  were  able  to  increase  the  tenure  it  is  impossi- 
ble to  say.  We  may,  however,  cite  certain  cases  in  which  the 
dtu^ation  of  a  master's  service  is  known.  Benjamin  Clift 
was  apparently  employed  to  teach  in  Darby  for  two  years  at 
least.^  Jacob  Taylor,  who  was  concerned  with  a  school 
at  Abington  about  1701,^  and  became  a  land  stirveyor  about 
1706^^,  may  have  continued  to  teach  there  between  those  two 
dates.  He  seems  to  have  been  resident  there  in  that  period,*^ 
and  the  scarcity  of  teachers  was  everywhere  evident,  as  has 
already  been  pointed  out.  This  is  certainly  not  a  proof  of 
his  incumbency;  it  indicates  a  probability.  Keith  was 
employed  from  1689'*  to  1691;^    Thomas  Makin  from  the 


I,  237- 


»«P.  C.  S.  M. 

"/6td.,  245.  '  ««7Wd.,  116. 

"See  Yearly  Meetings'  Advices,  250. 
**Min.  Darby  Mo.  Mtg.,  7 — 7 — 1692,  54;   9-20 — 1693,  56. 
«2  Pa.  Arch.  XIX,  248. 
"Bean,  680. 

**There  is  found  no  record  of  his  removal  by  letter,  though  he  may 
have  done  so  without,  which,  however,  was  not  according  to  practice. 
**Min.  Phila.  Mo.  Mtg.,  5 — 26 — 1689,  154. 
"Ibid.,  3 — 29 — 1691,  146. 


The  extent 
of  the  system 
not  great 


The  tenure 
of  masters 


Cases  cited 
of  B.  Clift 
J.  Taylor 


G.  Keith, 
Makin  and 
others 


2o8 


Early  Quaker  Edtccation  in  Pennsylvania 


Tenure  of 
mistresses 

Songhtirst 


Btirchall 


latter  date,  intermittently,  until  his  death,  1733;^^  Pastorius 
from  the  latter  part  of  1697  or  the  first  part  of  1698^^  to 
1700;^"  Robert  Willian  probably  from  1748^^  to  1753;^^ 
Seaton  from  1751'^  to  1763,^*  and  Robert  Proud,  not  con- 
tinuously however,  from  1759^^  to  1770^^  and  again  mas- 
ter in  1784.^''  These  were  taken  at  random.  The  longest 
period  of  service,  doubtless,  must  be  credited  to  Anthony 
Benezet  who  first  taught  in  Philadelphia  in  1742^^  and  con- 
tinued there  with  very  brief  intermissions  until  his  death  in 
1784.^^ 

These  are  only  a  few  cases  and  the  majority  of  them  in  the 
city  where  it  was  possible  to  employ  the  best,  pay  them  better, 
and  hence,  keep  them  longer.  Hence,  too  much  weight  must 
not  be  given  to  the  facts  above  stated  as  proving  a  long  term 
of  service  was  common.  If  a  study  of  a  nimaber  of  cases  in 
country  districts  were  possible,  the  results  would  probably  be 
very  different. 

It  is  difficult  to  get  information  about  the  length  of  service 
of  the  mistresses.  When  first  mentioned  in  Philadelphia 
records^"  they  are  spoken  of  as  so  many  nonentities,  their 
names  not  given.  The  term  of  service  of  Olive  Songhurst,  the 
first  mistress  whose  name  is  mentioned,*^  we  cannot  deter- 
mine. The  women  teachers  seem  quite  frequently  to  have 
begun  work  under  the  overseers  without  much  notice  and  to 
have  left  off  with  little  more.  There  are,  however,  a  few 
cases  where  we  know  that  the  term  of  service  was  of 
considerable  length.  Rebeckah  Burchall  seems  to  have 
taught  continuously  at  one  school  from  1755^  to  1761.'*' 


^^Weekly  Mercury,  Nov.  29,  1733. 
29Min.  Phila.  Mo.  Mtg.,  11 — 28 — 1697,  227. 
^°Ibid.,  I — 29 — 1700,  254. 
'ip.  C.  S.  M.,  I,  64. 
^^Ibid.,  loi. 
^Ibid.,  90. 
^*IHd.,  266. 
^^Ibid.,  175. 
^^Ibid.,  334. 

*^Min.  Phila.  Mo.  Mtg.,  i — 30 — 1784,  123. 
«8P.  C.  S.  M.,  I,  33. 

''Simpson's  Lives  of  Eminent  Philadelphians,  53.     Min.  Phila.  Mo. 
Mtg.,  I — 30 — 1784,  128. 
'^^Ibid,,  I — 31 — 1699,  244. 
*^Ibid.,  I — 27 — 1702,  326. 
*2P.  C.  S.  M.,  I,  126.  ^IbU.,  221. 


Masters  and  Mistresses 


209 


Whether  she  discontinued  service  on  leaving  that  school  is 
not  known.  Ann  Thornton  was  probably  not  continued  in 
service  more  than  two  years.  She  began  in  1755  when  she 
filled  Anthony  Benezet's^  place  and  left  in  lys;.**  In  the 
meantime,  it  had  been  necessary  for  the  board  to  draw  up  a 
set  of  special  rules  for  the  government  of  her  school,**  from 
the  nature  of  which  it  is  probable  that  she  did  not  take 
another  school  under  their  direction. 

From  none  of  the  sources  of  information  does  it  appear  that 
there  was  any  license  system  whatsoever.  The  recommenda- 
tion of  well-known  Friends  was  the  best  pass  a  teacher  could 
have,  as  was  instanced  by  those  sent  over  by  John  Fothergill. 
In  addition  to  the  personal  recommendation,  the  certificate 
of  removal  from  his  home  meeting  was  an  assurance  to 
Friends  in  other  parts  that  an  individual  was  "clear"  of  all 
entangling  alliances  and  might  be  received  into  full  member- 
ship. In  no  case  where  a  teacher  came  to  teach,  from  a  dis- 
tance, did  he  fail  to  take  and  produce  a  certificate  on  his 
arrival.  These,  of  course,  did  not  certify  the  things  which 
modem  licenses  do,  but  they,  in  conjunction  with  the  per- 
sonal recommendation  as  to  ability,  seem  to  have  answered 
the  purpose. 

The  term  for  which  a  teacher  was  hired  was  in  most  cases  a 
year  for  trial,  which  was  renewed  again  at  the  year's  end,  if 
satisfactory  to  both  parties.  Mention  has  been  made  of 
Benjamin  Clift  of  Darby,*^  Keith,  Makin,  Cadwalader, 
Willian,  Proud,  and  many  others.  Some  were  taken  for  a 
trial  of  six  months,**  and  there  were  cases  in  which  the  board 
reserved  the  right  to  discharge  the  individual  on  three 
months'  notice.**  The  board  desired,  and  in  some  cases 
requested,  that  the  employee  should  give  six  months'  notice 
before  his  resignation  should  take  place.  Such  notice  was 
customary  in  1755.^°  Two  instances  have  come  imder  the 
writer's  attention,  in  which  a  contract  was  made  for  three 


«P.  C.  S.  M.,  1, 130. 

«7Wd.,  161. 

«/Wd.,  158. 

♦^Min.  Darby  Mo.  Mtg.,  7 — 7 — 1692,  54. 

"P.C.S.M.,1,  133. 
*Hbid.,  274. 
"I&td.,  131. 


Thornton 


Her  success 
questionable 


No  system 
of  license 
found 


Recommen- 
dation and 
certificate  of 
removal; 
their  use 


The  term  of 
employment 
usually  a 
year 


2IO 


Early  Quaker  Education  in  Pennsylvania 


years.  King  (son  of  Joseph  King)  was  employed  in  1754  for 
the  three  years  subsequent  thereto  at  £40,  £50  and  £60  for 
the  years  respectively.^^  Mr.  King  resigned  regardless  of 
the  contract,  after  six  months'  notice,  because  the  school  did 
not  agree  with  his  health  or  inclination. ^^  'Yh.e  other  case  was 
that  of  Keith  who  was  to  be  employed  for  one  year  at  £50  and 
for  two  years  more  at  £120  each,  if  he  should  desire  to  stay.^^ 
In  neither  of  the  two  cases  does  there  appear  to  have  been  any 
instrument  in  writing. 

The  salaries  and  rates  received  by  many  of  the  teachers 
have  been  mentioned  in  several  pages  previous  to  this.  For 
convenience  for  reference  there  is  presented  without  discus- 
sion a  table  showing  the  pay  received  by  various  masters  at 
the  times  their  respective  services  were  rendered.*  One  case, 
neither  so  prosaic  to  us,  nor  so  profitable  to  the  master,  defies 
tabulation,  so  it  is  given  verbatim. 

1 8th  Day  of  X  br  1735. 
Reced  of  Richard  Buffington,  Junior  18  s  per  Hatt,  4s  6d  by  stockings, 
17s  6d  In  money — In  all  forty  Shillings;    Being  in  full  for  a  yeare 
Scholeing,  I  say  Reced  per 


me    JOH  Morse t. 

Name 

Year 

per  Q 

per  year         (Reference) 

Flower,  E. 

1683 

4/  6/  or  8/ or 

£ 

10 

Col.  Rec,  I,  13. 

Keith,  G. 

1689 

(following) 

50 
120 

Ph.,  5—26—1689. 

Makin 

1697 

40^ 
401 

Ph.,  1-128—1697 

Pastorius 

1697 

Cadwalader 

1700 

for  a  half  year 

trial 

20 

Ph.,  I — 28 — 1700 

Cadwalader 

1702 

50 

Ph.,  I — ^27 — 1702 

Every,  J. 

1702 

Usher 

30 

Ph.,  4 — 26 — 1702 

Benezet,  A. 

1742 

50 

P.C.S.M.,I,33. 

Willian,  R. 

1749 

150 

Ibid.,  73. 

Wilson,  J. 

1750 

Usher 

60 

Ibid.,  84. 

Seaton,  A. 

1751 

(allowed) 

20 

Ibid.,  90. 

Wilson,  J. 

1753 

/ 

70 

Ibid.,  loi. 

Johnson,  Wm. 

1753 

(allowed) 

10 

Ibid.,  106. 

Benezet 

1754 

80 

Ibid.,  117. 

wp.  C.  S.  M.,  I.,  123. 

^^Ibid.,  131. 

"Min.  Phila.  Mo.  Mtg.,  5—26—1689. 

*In  the  references  at  the  right  hand  margin  of  the  table  "Ph"  refers  to 
Minutes  of  Philadelphia  Monthly  Meeting  for  the  date  given;  Darby 
refers  to  Minutes  of  Darby  Monthly  Meeting. 

fFuthey  and  Cope,  308. 


Masters  and  Mistresses 


211 


King 

1754 

(proposed  in  a  con- 

tract) 

40 
50 
60 

Ibid.,  122. 

Thornton,  Ann 

1755 

20 

Ibid.,  130. 

Johnson,  Wm. 

1755 

(assistant) 

40 

Ibid.,  131. 

Thompson,  Chas, 

1755 

150 

Ibid.,  133. 

Johnson,  Wm. 

1756  (raised  20  to  keep  him)  60 

Ibid.,  141. 

Fentham,  Jos. 

1756 

85 

Ibid.,  144. 

Patterson,  M. 

1761 

70 

Ibid.,  235. 

Thompson,  J. 

1770 

200 

Ibid.,S/[l. 

Proud,  Robert 

1759 

150 

Ibid.,  175. 

Proud,  Robert 

1784 

250 

Ph.,  1—30 — 1784. 

His  usher 

80 

Ibid. 

Todd,  J. 

1784  (for  entrance 

15/ and  20/) 

Ibid. 

(for  poor  sent  by 

Board  10/) 

Ibid. 

Weaver,  I. 

1784 

30/ 

30 

Ibid. 

Brown,  Wm. 

1784 

(whole  days)  30/) 

.  Ibid. 

half  days)   15/ 

(children)        15/ 

(sent  by  board)   10/ 

Lancaster,  Sarah 

1784' 

(sent  by  board)   half 
(sent  by  board  half 

Ibid. 

day)          7/6 

J 

Harry,  Mary 

(chil-lren)      15/ 

Ibid. 

Clark,  Joseph 

(older  girls  30/) 

Ibid. 

Mrs.  Clarke 

15/ 

Ibid. 

Marsh,  Ann 

20/ 

Ibid. 

McDonnell,  Mary 

1784 

15/ 

Ibid. 

Clift,  B. 

1693 

£ 

12 

Darby,  9—20—1693 

Underwood,  Elihu 

1773 

(Credit  for  school 

keeping)  2/2/0/ 

by  2  raccoon  skins 

0/4/0/ 
By  netting  a  pair 
stockings  0/2/6/* 

of 

1 

Meccum,  Eliza 

1798 

(Negro  School) 

50 

Ph..  2—25- 

1798 

Pickering,  Elisha 

1798 

(Negro  School) 

150 

Ibid. 

Benezet,  A. 

1794 

(Negro  School) 

[20 

Ibid. 

Britt,  Daniel 

1793 

(Negro  School) 

[OO 

Ibid.,  1—25- 

-1793 

Dougherty,  Sarah 

1793 

(Negro  School) 

50 

Ibid. 

**From  an  old  account  book  in  possession  of  Albert  Cook  Myers, 
Moylan,  Pa. 


212 


Early  Quaker  Ed-ucation  in  Pennsylvania 


Pay  of 
Friends' 
masters  simi- 
lar to  that  of 
other  private 
masters 


The  charge 
for  poor 
childrcii  less 


Country 
masters  ill 
paid 


Mistresses 
to  be  first 
considered 


As  stated  elsewhere  in  this  work,  the  amounts  received  by 
masters  and  mistresses  in  the  Friends'  school  measure  about 
the  same  as  those  stated  for  other  private  masters  in  the  city 
at  the  same  time.  In  the  table  above,  the  seeming  increase 
from  £50  per  year  in  1689  to  £250  per  year  paid  Robert  Proud 
in  1784,  and  the  slender  salaries  of  the  women  as  compared 
with  those  of  the  men,  are  worthy  of  attention.^^  Though  all 
of  the  teachers  in  the  Negro  School  had  had  long  experience, 
their  salaries  did  not  equal  that  of  Classical  School  teachers; 
but  they  did  keep  pace  with  those  in  the  English  School.  The 
price  paid  for  young  children  was  usually  low,  about  one-half 
that  paid  for  older  ones  in  the  same  subjects.  Children  sent 
by  the  board  were  received  at  a  less  charge,  or  perhaps  free  of 
charge  if  that  body  had  already  made  arrangement  to  that 
effect.  The  contrast  between  the  salary  received  by  the 
country  masters  CHft  (Darby)  and  Underwood  (Warrington) 
is  very  interesting.  Such  salaries  were  doubtless  effective  in 
causing  unrest  and  a  floating  teacher  population,  against 
which  the  yearly  meeting  frequently  remonstrated,  and 
earnestly  sought  to  correct. 

In  the  pages  following,  brief  attention  will  be  given  to 
several  of  the  Quaker  teachers  who  have  come  to  the  attention 
of  the  writer  during  the  course  of  this  study.  Many  of  them 
have  been  mentioned  in  other  parts  of  it,  reference  to  whom 
is  to  be  found  in  the  index.  Though  the  women  were  given 
more  scanty  attention  in  the  records  and  seem  to  have  filled  a 
less  prominent  place  in  the  schools,  we  may  gallantly,  yet 
illogically,  give  them  first  attention  here.     In  another  light, 


*^Dewey,  D.  R.,  Financial  History  of  the  U.  S.,  39. 

The  reader  is  reminded  of  the  fact  that  because  of  greatly  depreciated 
currency  the  amounts  paid,  as  shown  in  the  above  table,  did  not  repre- 
sent so  much  absolute  increase.  That  some  exact  idea  of  the  extent  of 
depreciation  of  the  continental  ctirrency  may  be  gained,  there  is  given 
the  following  table  for  the  year  1779,  when  the  depreciation  became 
most  marked. 

Jan.  14,  1779  8  to  I  June    4,1779  20toi 

Feb.    3  10  to  I  Sept.  17  24  to  i 

Apr.   2  17  to  I  Oct.   14  30  to  I 

May   5  24  to  I  No.v  17  38>^  to  i 

The  fact  of  such  depreciation  was  not  officially  recognized  by  Congress 
until  March  18,  1780,  it  being  then  provided  that  paper  be  accepted  for 
silver  at  a  ratio  of  40  to  i. 


Masters  and  Mistresses 


213 


it  may  not  seem  illogical.  Women  were  leaders  in  the 
Quaker  meetings  and  were  privileged  to  speak,  a  favor  not 
granted  elsewhere.  In  the  early  yearly  meeting  recommen- 
dations they  urged  good  mistresses  be  chosen  as  well  as  good 
masters.^  Women  were  also  recognized  by  London  Grove 
Monthly  Meeting  in  1795,  when  a  committee  of  women 
Friends  were  appointed  to  meet  with  a  like  committee  of  men 
to  consider  the  question  of  schools.*^ 

As  before  stated,  mistresses  in  Philadelphia  were 
mentioned  by  the  monthly  meeting  as  early  as  1699,*^ 
but  we  are  not  informed  who  they  were.  The  first,  Olive 
Songhurst,  whose  name  is  given,  was  employed  for  some 
time  about  1702,^^  and  if  we  may  judge  her  service  by 
a  raise  of  salary  granted  in  that  year,  it  seems  to  have 
been  acceptable  to  the  meeting.  After  Olive  Songhurst 
a  long  period  of  time  passes  in  which  the  writer  has  foimd  no 
mistress  named  in  the  minutes,  though  mistresses  are 
frequently  mentioned.  It  is  not,  therefore,  to  be  assumed 
that  this  list  is  complete  either  in  the  case  of  masters  or  mis- 
tresses ;  those  who  are  mentioned  may  prove  of  some  interest 
or  service  to  other  students. 

Ann  Thornton  was  mentioned  as  being  employed  by  the 
board  in  1755,  when  it  was  proposed  that  she  might  take 
Anthony  Benezet's  place  in  a  Girls'  School,  which  he  had 
entered  the  year  before.  It  is  not  very  probable  that  she 
was  an  inexperienced  teacher  at  the  time,  since  the  board  was 
usually  careful  to  place  strong  and  proven  teachers  in  its  best 
schools.  She  was  to  receive  no  more  than  thirty  scholars  and 
had  to  promise  to  look  after  them  in  meeting,  which  seem- 
ingly impleasant  task  she  hesitated  to  take.*"  It  is  the 
writer's  opinion,  based  on  the  fact  that  the  board  was  forced 
to  make  a  list  of  rules  especially  for  her  school,®^  and  the  tenor 
of  her  dismissal  when  Benezet  was  again  available,  and  that 
she  does  not  appear  to  have  been  employed  again  by  the  board, 


**See  page  20. 

"Min.  Li)ndon  Grove  Mtg.,  3 — 4 — 1795,  62. 

^Hhid.,  31 — 1699,  244. 

^Hbid.,  I — 31 — 1699,  244. 

^^Ihid.,  I — 27 — 1702,  326. 

•"P.  C.  S.  M.,  I,  130. 

«/Wd.,  158. 


Olive 
Songhurst 


Ann  Thorn- 
ton in  Girls' 
School,  1755 


214 


Early  Quaker  Education  in  Pennsylvania 


Burchall 
employed  at 
same  time; 
duties 


Several 
other  mis- 
tresses 
named, 
many  in 
charge  of 
poor 
children 


that  her  work  in  the  school  and  agreement  with  the  board 
were  not  satisfactory. 

Rebeckah  Burchall,  employed  near  the  same  time  as 
Ann  Thornton,  was  engaged  in  teaching  poor  children.^^ 
It  was  also  stipulated  that  she  guard  the  girls  in  meet- 
ings, especially  her  pupils.^  So  in  1755,  had  we  entered 
the  quiet  Friend's  meeting  we  would  have  no  doubt  seen  the 
two  prim  Quaker  ladies  just  mentioned  sitting  in  silent  and 
upright  watchfulness  amid  their  youthful  charges.  Gentle- 
men were  not  immune  from  such  duties. 

Widow  Mellor  is  mentioned  in  1755  as  keeping  a  small 
school,^  which  probably  was  quite  similar  to  the  one  kept  by 
Debby  Godfrey,  a  poor  woman  to  whom  the  board  decided  to 
send  some  poor  children  to  learn  to  read  and  write.^^  The 
minute  reads  as  though  it  was  a  condescension,  and  very 
likely  it  was  a  form  of  charity  on  their  part.  Jane  Loftu, 
likewise,  (1761)  taught  thirty-two  poor  children,  her  charge 
made  to  the  board  for  the  service  being  £32.^^  Ann  Redman 
seems  to  have  been  a  teacher  of  more  than  ordinary  merit. 
She  is  first  noted  as  a  teacher  at  the  Fairhill  School,  at  which 
place  she  was  visited  by  members  of  the  Public  School  Board, 
who  seem  to  have  been  so  well  impressed  with  her  as  a  teacher 
that  she  was  immediately  asked  to  come  into  the  school  just 
vacated  by  Rebekah  Burchall.  Her  employment  was  teach- 
ing reading,  writing,  and  plain  sewing."  Mary  Wily,  a 
teacher  employed  by  the  board  in  1762,  received  very  little 
attention.  A  question  is  raised  concerning  her,  however,  by 
an  objection  made  by  the  board  to  her  account  presented  for 
certain  schooling.^*  It  was  settled  amicably  it  seems.  Ann 
Pattison,  first  mentioned  as  being  employed  in  1763,®^  isdoubt-, 
less  the  same  as  the  Patterson  later  employed  in  1766.^"  She 
.was  employed  in  teaching  poor  children.  Mary  Gosnold, 
Rebecca  Seaton,  and  Mary  Moss  are  mentioned  in  1764  as 
teachers  of  poor  children.'^  Rebecca  Seaton  does  not  appear 
in  the  ranks  of  teachers  (at  least  on  Friends'  records)  till  after 


«2p.  c.  S.  M.,  I.,  126. 
^Ihid.,  130. 
^Ibid.,  128. 
^Ibid.,  145. 
^Ibid.,  216. 


^Ibid.,  221. 
^Ubid.,  239. 
69/Wd.,  266. 
'">Ibid.,  288. 
''^Ibid.,  276,  277,  279. 


Masters  and  Mistresses 


215 


the  death  of  Alexander  Seaton,  her  husband.  It  seems  quite 
evident  that  the  mistresses  were  assigned,  more  especially,  to 
the  keeping  of  school  for  the  poor,  though  it  was  by  no  means 
limited  to  them.  Sarah  Mott  was  also  a  teacher  for  poor 
children. '2 

Hannah  Cathall,  we  feel  certain,  must  have  been  a  teacher 
of  considerable  merit.  She  began  her  service  at  least  as  early 
as  1765"  and  in  1779  was  still  in  that  employment,  being  at 
that  date  engaged  in  a  school  with  Rebecca  Jones,  for  in- 
structing girls  in  reading,  writing,  "and  other  branches  suit- 
able to  them."'*  They  also  received  poor  girls  sent  by  the 
overseers.  Other  mistresses  employed  by  the  board  in  1779 
were  Sarah  Lancaster,  teaching  the  rudiments  to  young 
children  of  both  sexes  (sewing  especially  for  girls),  Essex 
Flower  in  a  school  similar  to  Lancaster's,  and  Ann  Rakestraw 
who  had  charge  of  a  reading  and  spelling  school.'*  Sarah 
Lancaster  still  continued  in  the  schools'  service  in  1784,  hav- 
ing in  attendance  sixty-four  scholars,  part  of  whom  attended 
only  half  days.  The  other  mistresses  mentioned  at  that  time 
were  Mary  Harry,  teaching  a  school  for  children,  Mrs. 
Clarke,  teaching  boys  and  girls,  reading  and  sewing  for  the 
girls;  Ann  Marsh  in  a  school  similar  to  that  of  Mrs.  Clarke's, 
and  Mary  McDonnell,  who  taught  fifteen  yotmg  children, 
what  studies  we  do  not  know.'^  The  committee's  report  for 
that  date  shows  that  nearly  one-half  or  perhaps  more  of  the 
children  attending  the  schools  of  the  Friends'  masters  and 
mistresses  were  children  of  the  members  of  other  denomina- 
tions. In  almost  every  case  the  teachers  were  Friends,  or,  as 
they  termed  it,  "people  of  friendly  persuasions." 

Mistresses  devoted  their  abilities  also  to  the  instruction  of 
the  Negro  children.  Sarah  Dougherty  was  for  a  time  (about 
1790)  employed  in  the  Negro  School,  but  for  some  reason, 
unexplained,  Elizabeth  Meccum  was  employed  in  her  stead." 
Elizabeth  Meccum  remained  in  that  capacity  till  the  time  of 


«P.  C.  S.  M.,  I.,  309. 
^Ibid.,  288. 

'^Min.  Phila.  Mo.  Mtg.  7 — 30 — 1779,  151. 

''^Ibid.  (An  extract  of  the  report  to  the  monthly  meeting  is  given  on 
page  71  ff.,  chapter  on  Philadelphia,  showing  the  state  of  schools  in  1784.) 
"/Wd.,   I — 30 — 1784,  123  flf. 
""Ibid.,  I— 25— 1793,  184. 


Subjects  of 

instruction; 

reading, 

writing, 

sewing, 

spelling, 

and  other 

"suitable 

subjects  for 

girls" 


Other 
denomina- 
tions in 
Friends 
schools 


Mistresses 
in  the  Negro 
School 


2i6  Early  Quaker  Education  in  Pennsylvania 


Teachers 
rated  by  the 
frequency 
with  which 
they  are 
mentioned 
by  well  recog- 
nized writers 


Individual 
notice  to  be 
very  brief 


Anthony 
Benezet 


her  death,  which  occurred  between  1795  and  1798.'^  Joseph 
Foulke,  in  a  letter  concerning  his  schooling  at  Gwynedd 
Meeting,  mentions  Hannah  Ltikens  who  kept  a  "family 
school"  and  also  Hannah  Foulke, ^^  both  of  whom  were  mem- 
bers of  Gwynedd,  but  further  information  of  them  the  writer 
does  not  have. 

If  one  were  to  measure  American  Quaker  schoolmasters  as 
some  American  men  of  science  have  been  measured,  by  the 
amount  of  space  they  have  gained  in  literature,  they  would 
not  stand  out  very  strikingly.  Of  fifty-five  male  teachers  in 
and  around  Philadelphia,  but  twenty-one  of  them  are  men- 
tioned in  five  standard  works  on  local  history  and  genealogy. 
None  of  the  fifty-five  teachers  receive  mention  in  all  five  of 
the  works;  three  of  them  are  chronicled  in  four;  seven  are 
mentioned  in  three  of  the  five;  ten  are  spoken  of  in  two, 
twenty-one  are  given  a  place  in  one;  and  thirty-four  receive 
no  notice.  If  rated  according  to  such  a  scheme,  Partorius, 
Benezet,  and  Charles  Thompson  would  head  the  list,  while 
quite  a  number  group  themselves  at  the  other  end  of  it.  The 
scheme,  though  it  has  not  been  carried  out  fully,  for  example 
no  attempt  has  been  m.ade  to  measure  the  length  of  the 
notice,  does  seem  to  favor  those  who  stood  high  at  the  time 
of  their  service.*" 

In  the  brief  notices  following,  concerning  the  male  teachers, 
it  is  not  intended  to  write  biographies.  Some  of  them  have 
already  been  written,  and  to  them  the  reader  is  directed,  if  he 
or  she  wishes  a  full  account  of  the  man's  life.  Others  will 
not,  cannot,  ever  be  written  for  obvious  reasons.  In  the 
space  allotted  to  them  here,  there  is  set  down  only  what  has 
been  found  of  interest  concerning  them  as  teachers. 

In  1842  Anthony  Benezet  came  from  Germantown  where 
he  had  been  engaged  in  a  school,  ^^  to  be  employed  by  the 
Board  of  Overseers  of  Philadelphia.  He  was  employed  at  a 
salary  of  £50  to  teach  arithmetic,  writing,  accounts,  and 


^«Min.  Phila.  Mo.  Mtg.,  2 — 23 — 1798,  149. 

^^Quoted  in  Jenkins'  Hist.  Collections  oj  Gwynedd,  396-7. 

^''The  works  from  which  the  notices  were  taken:  Watson,  Annals  oJ 
Philadelphia;  Simpson,  Lives  cf  Eminent  Philadelphians;  Jordan, 
Colonial  Families  of  Philadelphia;  Oberholtzer,  Philadelphia  City  and 
Its  People;   W.  Thompson,  History  of  Philadelphia. 

"Vaux,  Memoirs,  p.  7;   also  Keyser,  Old  Germantown,  I,  79. 


Masters  and  Mistresses 


217 


French. ®2  He  appears  to  have  given  very  satisfactory  service 
and  to  have  remained  in  the  same  position  until  1754  when 
he  was  placed  in  charge  of  the  Girls  School,  under  the  Board's 
direction.^  Some  students  have  been  imder  the  impression 
that  the  Girls  School  was  entirely  independent  and  a  private 
venture;^  but  this  could  not  have  been  true, for  the  Board 
named  the  subjects  he  should  teach  and  specified  that  he 
receive  at  the  school  "no  more  than  thirty  scholars."^  The 
school  was,  however,  the  result  of  Benezet's  proposal. 

Not  only  was  he  kindly  to  the  pupils  as  a  teacher,^  but  he  was 
a  father  to  the  poor  lads  whenever  he  could  help  them  in  any 
way.  In  1754  Samuel  Boulds  was  boimd  to  him,  so  that  he 
might  look  after  his  schooling,  and  he  further  requested  the 
Board  to  care  for  the  same,  if  he  should  die  or  leave  the 
school  before  the  lad  was  grown  up.^  His  health  not  being 
good,  he  requested  leave  from  his  school  during  the  summer 
of  1754.*^  Apparently  his  health  did  not  improve  sufficiently 
and  he  did  not  return  to  the  school  till  1757,  taking  the  place 
of  Ann  Thornton.*'  Another  instance  of  his  philanthropy 
came  to  light  in  his  request  (1762)  that  certain  of  the  children 
of  the  poor  French  neutrals  be  allowed  to  go  to  the  Public 
School  which  was  granted  only  upon  his  certification  of  those 
he  felt  sure  would  attend  regularly.'"  Shortly  thereafter  on 
accotmt  of  ill  health,  he  was  again  forced  to  leave  the  Girls 
School,  which  he  did  imtil  1767,  when  he  returned  to  resume 
his  work  again. '^  It  was  no  difficulty  for  him  to  start  a 
school.  The  suggestion  was  made  to  the  Board  in  one  month, 
and  in  the  following  he  was  teaching  the  school,  and  made  his 
regular  report  at  their  meeting. 

From  the  information  the  writer  has  assembled,  it  appears 
that  he  continued  with  the  White  school,  after  his  return  in 
1767,  tmtil  1782,  when  at  his  request  he  was  accepted  by  the 


«P.  C.  S.  M.,  I,  33. 
^Ibid.,  117. 
**Oberholtzer,  I,  233. 
«P.  C.  S.  M.,  I,  117. 
^Vatix,  Memoirs,  p.  8 
8T>.  C.  S.  M.,  I,  114. 
''Ibid.,  115. 
8»7Wd.,  161. 
^°Ibid.,  244. 
«/Wd.,  311. 


Given  charge 
of  Girls 
School 


Attitude  as 
a  teacher 


Aids 

children  of 
French 
neutrals 


Enters  the 
N^?t)  School 
in  1782 


2I{ 


Early  Quaker  Education  in  Pennsylvania 


Jonathan 
Binns 


Alexander 
BuUer;  one 
of  few  who 
advertised 
for  pupils 


William 

Brown, 

Daniel 

Britt, 
Pickering 
and  Mears 

John 
Cadwalader 


committee  to  take  charge  of  the  Negro  School.^  He  had 
throughout  his  Hfe  written  eloquently  in  defense  of  freedom's 
cause, ^^  and  the  origin  of  the  Negro  School,  in  1770,  was  per- 
haps due  to  him  more  than  to  any  other  man  in  the  Friends* 
meeting. 

Jonathan  Binns  was  to  have  taken  charge  of  the  Public 
School  in  1734,  if  his  health  unproved,  but  no  report  being 
made  by  him  it  is  inferred  he  did  not  perform  such  service.^ 
Alexander  BuUer  was  employed  in  1738  to  teach  writing, 
mathematics,  and  the  Latin  tongue.  Three  years  later  he 
ran  an  advertisement  in  the  Pennsylvania  Gazette,  as  follows : 

Writing,  Arithmetic,  Merchants'  Accounts,  Navigation,  Algebra,  and 
other  parts  of  the  mathematics  are  taught  by  Alexander  BuUer,  at  the 
Public  School  in  Strawberry  Alley.  He  proposes  to  keep  a  night  school 
for  the  winter  and  begins  on  the  23d  instant  when  constant  attendance 
shall  be  given.     November  5,  1741.* 

William  Brown  was  teaching  girls  reading,  writing,  arith- 
metic and  language  in  1784.^^  Daniel  Britt  interested  him- 
self in  the  instruction  of  Negroes  in  whose  school  he  was 
employed  from  about  1790^^  to  1796  or  1797."  He  was 
succeeded  by  Elisha  Pickering  who  probably  taught  till  1799, 
being  followed  by  Benjamin  Mears. ^^ 

John  Cadwalader  came  to  Philadelphia  in  1699^^  ^'^^  ^1^® 
year  following  was  recommended  by  Griffith  Owen  as  a  man 
"fit  for  an  assistant  in  the  school."^""    He  was  accordingly 


92Min.  Phila.  Mo.  Mtg.,  5— 31— 1782,  28. 

^'For  list  of  his  works,  see  Hildeburn  or  Smith. 

8*P.  C.  S.  M.,  I,  21. 

*Pa.  Gaz.,  No.  673,  1741. 

(Advertising  for  pupils  in  newspapers  was  not  the  usual  rule  among 
Quaker  masters  in  early  Pennsylvania,  though  some  cases  occurred. 
345  advertisements  from  1730  to  1790  have  been  noted  in  various 
newspapers  of  the  period.  Of  a  list  of  seventy  Quakers  who  are  known 
to  have  taught  school,  only  15  were  found  in  the  list  of  advertisers.  The 
papers  examined  were  the  Weekly  Mercury,  Pennsylvania  Gazette, 
Freeman's  Journal,  Evening  Post,  Pennsylvania  Journal  and  Weekly 
Advertiser,  Pa.  Packet,  and  the  Pa.  Chronicle;  also  the  Courrier  Francais 
(which  is  not  mentioned  in  the  bibliography). 

s^Min.  Phila.  Mo.  Mtg.,  i — 30 — 1784,  123. 

^^Ibid.,  I — 25 — 1793,  184. 

^''Ibid.,  2 — 23 — 1798,  149. 

98/Wd.,  II— 28— 1800,  300. 

s'Oberholtzer,  I,  181. 

""Min.  Phila.  Mo.  Mtg.,  i — 29 — 1700,  254. 


Masters  and  Mistresses 


219 


employed,  it  being  decided  that  he  and  Thomas  Makin,  who 
had  entered  the  school  as  usher  to  Keith,  should  compete  with 
each  other  to  show  the  best  results.  From  the  records  one 
cannot  determine  just  when  he  left  the  school,  though  he 
stated,  in  1702,^°^  that  he  intended  to  do  so.  It  seems  likely, 
from  a  minute  of  1703,  that  he  must  have  taught  longer  than 
he  intended  when  making  the  above  statements.^"^  Thomas 
Makin,  with  whom  he  was  associated,  was  employed  at 
various  times  until  his  death  in  1733.^°^  He  is  credited  with 
being  "a  good  Latinist,"^"^  and  was  the  author  of  a  Latin 
poem  in  which  he  celebrated  Pennsylvania.  George  Keith, 
Scotchman,  kindly  recommended  him  for  the  mastership  in 
1691,  when  he  (Keith)  decided  to  leave.^"*  Keith  had  come 
to  the  school  as  first  master  when  the  school  was  set  up  in 
i68g.  He  is  stated,  by  writers  of  history,  to  have  been  of 
disputatious  disposition,  and  this  probably  accoimted  for  the 
dissatisfaction  which  arose  in  the  school.  Soon  after  leaving 
the  school  he  pubHshed  in  connection  with  Talbot  a  critical 
article,  "Means  of  Quaker  Stability,"^"*  in  which  is  evident  the 
rancor  toward  the  society,  which  he  had  previously  concealed. 
Concerning  Benjamin  CUft,  schoolmaster  at  Darby,  no 
additional  information  has  been  found,  beyond  that  given  in 
the  minutes  of  the  monthly  meeting.  Joseph  Clarke  was  a 
teacher  of  a  girls'  school  in  1784,^°^  which  was  attended  by 
about  thirty  girls.  William  Dickinson  was  first  employed 
(1764)  to  take  the  place  of  Moses  Patterson,*  as  usher  to 
John  Todd  in  the  Latin  School.^"^  The  Board  seems  to  have 
taken  exception  to  him,  though  nothing  has  been  intimated 
elsewhere  as  to  his  character,  for  they  reserved  the  right  to 
discharge  him  on  three  months'  notice,  if  they  desired. 
Such  reservations  were  not  general. 


Thomas 
Makin 


George 
Keith; 
dissatis- 
faction] with 
him 


Clift 
Clarke 


Dickinson 


lo^Min.  Phila.  Mo.  Mtg.,  2 — 24 — 1702,  329. 

^'^lUd.,  6 — 27 — 1703,  376. 

^'^Am.  Wk.  Mercury,  Nov.  29,  1733. 

K^Watson  I,  287. 

i"»Min.  Phila.  Mo.  Mtg.,  3 — 29—1691,  146. 

^^Collections  of  the  Protestant  Episcopal  Historical  Soc,  1851,  Vol.  I, 
XIX  to  XX. 

lo^Min.  Phila.  Mo.  Mtg.,  1—30— 1784,  123  ff. 

*Moses  Patterson  was  the  first  teacher  in  the  N^;ro  School.  Phila. 
Mo.  Mtg.  Min.,  6 — 29 — 1799,  398. 

"«P.  C.  S.  M.,  I,  274. 


220 


Early  Qtcaker  Edvwation  in  Pennsylvania 


Patterson 


Masters  in 
Latin  School 
after  1748; 
Willian 


Wilson  and 
King 


Latin 
School 
tries  to 
obtain 
services  of 
Jackson 


Thompson 

engaged, 

however 


Moses  Patterson,  had  begun  his  teaching  career  in  1760 
when  he  undertook  to  teach  a  school  at  Fairhill  Meeting. ^°' 
He  then  was  made  usher  to  Alexander  Seaton  in  which  posi- 
tion he  remained  till  1764."°  He  desired  then  to  quit  as 
usher,  and  apparently  did;  he  is  next  heard  of  in  1765  as 
teacher  of  "poor  children.""^ 

Robert  Willian  was  employed  in  1748,  having  been  brought 
from  England,  to  teach  Latin,  Greek  and  other  learning. ^^^ 
His  first  term  of  employment  was  for  one  year,  as  was  the 
Board's  general  custom  in  hiring  teachers,  but  it  seems  that 
his  contract  was  renewed  until  1753,  at  which  time  his  place 
was  taken  by  John  Wilson."^  Wilson  had  entered  the  school's 
employ  as  usher  in  1750,  but  was,  in  addition  to  that,  granted 
permission  to  teach  an  evening  school."*  It  is  not  known 
how  long  he  remained  as  master,  but  in  1754  there  was  a 
proposition  to  allow  J.  King  to  go  into  the  Latin  School,"^ 
and  it  is  likely  he  took  Wilson's  place.  King,  however,  as 
stated 'elsewhere,  did  not  remain  there  more  than  a  year, 
because  of  ill  health  and  inclination."^  Wi'son  is  later 
mentioned  in  connection  with  the  Latin  school  (1769);  how 
much  of  the  time,  between  1754  and  1769  he  had  spent  in  the 
Latin  School  it  is  impossible  to  say. 

When  King  (1755)  announced  his  intention  to  resign  at  the 
end  of  six  months,  the  Board  attempted  to  procure  Paul 
Jackson,  who  at  the  time  was  instructor  at  the  Academy."' 
Jackson  was  well  qualified  for  the  place  and,  besides  his  work 
at  the  Academy,  had  prepared  lectures  in  "experimental 
philosophy"  which  he  proposed  to  give  for  the  "  entertainment 
of  the  curious.""^  He  did  not  find  himself  free  at  this  time 
to  remove  from  the  employ  of  the  trustees  of  that  institution, 
but  Charles  Thompson,  who  had  been  employed  there  as 
usher  was  engaged  for  the  Friends'  School."^  It  seems  that 
the  logical  man  for  the  place  would  have  been  William 


lO'P.  C.  S.  M.,  I,  208.  ii'P.  C.  S.  M.,  I,  loi. 

"«/Wd.,  272.  i"/Wd.,  84. 

"i/Wd.,  288.  ^^Hhid.,  122. 

"2Min.  Phila.  Mo.  Mtg.,  6-26-1748,  64. 

^^^Ibid.,  131. 

^^Ubid.,  133. 

"spa.  Gaz.,  No.  1403,  1755. 

ii9P.C.S.M.,I,  133. 


Masters  and  Mistresses 


221 


Johnson,  who  first  taught  a  school  at  FairhilP^o  (1753)  and 
attended  Latin  School,  free  of  charge,  to  prepare  him  to  be  an 
usher  (1754).^^  The  headship  was  not  offered  him,  however, 
but  a  year  later  his  salary  for  the  assistantship  was  raised  £20 
to  keep  him  from  going  to  BurHngton.^23  -^g  ^^^  ^^^^ 
Charles  Thompson  (from  the  Academy)  remained  in  the 
Friends'  School  until  1760,  when  he  decided  to  leave  the 
business  of  school  keeping  for  another.^24  jjjg  gj.g^  training 
in  Latin,  Greek,  and  mathematics  was  gained  in  Alison's 
Seminary.  After  leaving  the  Friends'  School  he  was  inter- 
ested in  poHtical  life  and  became  secretary  of  the  Revolution- 
ary Congress  in  1775.^ 

When  Thompson  indicated  his  desire  to  leave  the  Latin 
School,  the  Board  took  steps  to  secure  a  master  from  England. 
A  letter  was  sent  to  J.  Fothergill  and  John  Hunt  who  recom- 
mended Robert  Proud  as  a  very  likely  candidate.  ^^^  This 
recommendation  was  favorably  considered  and  Proud  accord- 
ingly came  to  Philadelphia.  He  immediately  chose  W.  W. 
Fentham  as  his  usher,  whom,  he  stated,  the  Board  might 
remove  if  they  did  not  find  him  satisfactory.  ^^^  It  appears 
that  Proud  remained  master  from  this  time  until  1770,  when 
he  announced  his  resignation.  ^^^  He  was  again  in  the  employ 
of  the  Latin  School  in  1784,  having  an  usher  to  assist  him  in 
instructing  the  thirty  boys  who  are  stated  to  have  been  in 
attendance  on  that  date.^^®  How  long  this  period  of  service 
continued  the  writer  has  not  determined.  The  reader  has 
already  been  introduced  to  Proud's  school  by  means  of  the 
rules  he  constructed  for  it,  which  were  presented  on  a  previous 
page.  His  reverence  for  learning  and  his  attempt  to  inculcate 
that  respect  for  it  in  the  minds  of  his  pupils  is  perhaps  best 
indicated  by  these  lines: 

"To  learning  ever  be  inclined; 
With  good  instruction  store  thy  mind, 
For  without  learning,  living  here 
Like  Death  and  Darkness  doth  appear."" 


""P.C.S.M.,!,  106. 
^Ibid.,  141. 
"^Simpson,  912-13. 
i«/6«/.,  234. 
i"Min.  Phila.  Mo.  Mtg.,  i 


i"/Wd.,  122.     ^^Ibid.,  131. 
i«/W</.,  188. 
IMP.  C.  S.  M. 
««/Wd.,  334- 
30—1784,  123. 


I,  175- 


His  training 
and  later 
interests 


Robert 
Proud 
recom- 
mended for 
master 


Time  of  his 
service 


""Robert  Proud  Ms.  Col.,  No.  20,  27. 


222 


Early  Quaker  Education  in  Pennsylvania 


John 

Thompson 
recom- 
mended 


Masters  of 
the  English 
School: 
Seaton 


John  Todd, 
a  teacher 
for  many 
years 


When  Proud  left  the  Latin  school  in  1770,  Friends  again 
had  recourse  to  the  English  supply  house,  receiving  from 
thence  John  Thompson,  eldest  son  of  Jonah  Thompson,  who 
had  previously  taught  in  Philadelphia. ^^^  John  Thompson 
entered  the  school  on  twelfth  month,  fifth,  1770  and  remained 
in  that  position  at  least  until  1779.  At  that  date  he  had 
twenty-four  boys  in  charge,  to  whom  he  taught  Latin  and 
Greek,  with  occasionally  some  writing  and  arithmetic.  ^^^ 

An  interesting  student's  commentary  on  the  "Hon.  John 
Thompson"  is  furnished  by  the  following  extract  from  the 
publications  of  the  Public  School  Gazeteer,  1777. 

On  Thursday  last  in  the  afternoon  the  Hon.  John  Thompson,  Esq., 
dismissed  the  school  long  before  the  usual  time.  This  (we  hope)  is  a 
prelude  to  the  restoration  of  our  rights.* 

One  of  the  most  worthy  masters  to  be  noted  in  the  English 
School,  near  the  middle  of  the  century,  was  Alexander  Seaton. 
In  1 75 1  he  desired  to  start  a  school  in  the  upper  part  of  the 
city,  which  was  to  be  under  the  care  of  the  Board.  In  this 
school,  which  was  accordingly  set  up,  were  taught  writing, 
arithmetic,  and  mathematics.^^  He  was  thus  employed 
until  1754  when,  as  above  stated,  Benezet  desiring  to  set  up  a 
girls'  school,  he  was  requested  to  take  Benezet's  place  in  the 
English  School.  ^^*  At  various  dates  he  was  assisted  by  Moses 
Patterson,  Phineas  Jenkins, ^^^  and  George  Smith. ^^^  In  1763, 
when  he  died,  his  place  was  filled  by  John  Todd.^^^ 

Todd  remained  many  years  in  Friends'  School.  In  1779 
he  is  reported  by  the  overseers  as  having  60  boys  of  various 
religious  denominations,  to  whom  was  taught  reading,  English 
writing,  arithmetic  and  some  branches  of  mathematics.^^* 
A  like  condition  prevailed  in  his  school  five  years  later,  with 
the  exception  that  the  number  of  boys  had  increased  to  88. 
The  committee  report  states  that  the  "master  is  careful  to 
preserve  good  order  in  his  school.  "^^^    This  agrees,  but  is  a 


"Watson,  I,  282. 

I'^Min.  Phila.  Mo.  Mtg.,  7 — 30 — 1779,  151. 

*The  Public  School  Gazeteer,  1777,  in  Norris  Ms.  Collections,  H.  S.  P. 

i=«P.  C.  S.  M.,  I,  90. 

^^Ibid.,  117. 

^^^Ibid.,  198. 

^^^Ibid.,  199. 

^^Ubid.,  266.         "^Min.  Phila.  Mo.  Mtg.,  7 — 30 — 1779,  151. 

^'^Ibid.,  1 — 30 — 1784,  123  f. 


Masters  and  Mistresses 


223 


much  less  picturesque  statement  of  the  case  than  is  por- 
trayed by  Watson.""  He  is  pictured  as  immoderately  strict 
and  as  taking  diabolic  satisfaction  in  every  opportimity  to 
use  the  strap.  Watson  closes  his  description  with  the  state- 
ment that  "it  was  not  that  his  love  of  learning  was  at  fault, 
so  much  as  the  old  British  system  of  introducing  learning  and 
discipline  into  the  brains  of  boys  and  soldiers  by  dint  of 
ptmishment.""^ 

A  nimiber  of  other  almost  unknown  masters  who  taught  in 
and  arotmd  Philadelphia  may  be  briefly  mentioned.  William 
Waring  is  stated  by  Watson  to  have  taught  astronomy  and 
mathematics  in  the  Friends'  School  at  the  same  time  with 
Jeremiah  Paul.^*^  Associated  with  the  school,  at  the  same 
time  with  Paul,  Todd,  and  Waring,  was  Jimmy  McCue,  who 
performed  the  services  of  usher.  ^^  Yerkes,  mentioned  as 
having  been  in  a  single  school,  is  mentioned  by  the  monthly 
meeting  reports  as  though  it  were  under  the  direction  of 
Friends.  When  so  reported  (1779)  he  was  teaching  not  more 
than  50  scholars  (all  Friends).  The  subjects  of  instruction 
were  reading,  writing,  English,  arithmetic,  and  some  branches 
of  mathematics.^^  No  further  information  of  Isaac  Weaver 
has  been  obtained  than  is  given  on  page  260. 

Leonard  Snowdon  was  reported  to  have  arrived  from 
London  about  1737  to  take  charge  of  a  school,  but  no  further 
particulars  are  foimd  concerning  him.*^  In  1757  William 
Thome  was  reported  as  teaching  poor  children.^*®  He  is  one 
of  the  very  few  masters  who  taught  in  the  Friends'  Schools, 
who  advertised  in  the  newspapers  for  pupils ;  such  advertise- 
ment was  possibly  after  he  discontinued  his  services  for  the 
Board. "^  The  advertisement  does,  however,  serve  to  give 
us  more  information  as  to  his  quaHiications,  than  we  could 
otherwise  obtain.  He  was  engaged  at  the  time  (1766)  in  con- 
ducting a  writing,  arithmetic,  mathematics  and  merchants* 
accounts  school  in  Vidal's  Alley. "^    At  another  time  he 


Severity  of 
his  discipline 


Waring,  J. 
Paul,  and 
Yerkes  men- 
tioned 


Snowdon 
Thome 


Subjects 
taught  by 
Thome 


""Watson,  I,  290  f . 

"'/Wd.,  292. 

^^Ibid.,  290. 

i«/WJ.,  291. 

»*^Min.  Phila.  Mo.  Mtg.,  7- 


i«P.C.S.  M.,  1,24. 
i«/Wd.,  165. 

i^Pa.  Gaz.,  No.  195 1,  1766. 
-30—1779,  151. 


224 


Early  Quaker  Education  in  Pennsylvania 


Sitch, 
Pemberton, 
Richards, 
Every  and 
others 


Early  school- 
masters at 
Byberry 


Character  of 
Moor  un- 
satisfactory 
to  Friends 


advertised  to  teach  writing,  arithmetic,  geometry,  trigonome- 
try, navigation,  mensuration,  surve3dng,  guaging,  and 
accounts.^^^  John  Sitch  (1758)  is  mentioned  as  receiving 
some  of  the  scholars  from  William  Johnson's  school.^*'' 
Joseph  Pemberton  was  encouraged  by  the  Board  to  start  a 
school  in  1758.  Its  location,  as  everything  else  concerning 
it,  is  very  indefinite,  being  "in  the  upper  part  of  town."^^^ 
Other  masters  mentioned  by  various  authors,  and  to 
whom  reference  has  been  made  before,  but  whose  history  is 
almost  unknown,  are  Rowland  Richards,  John  Every,  Marma- 
duke  Pardo,  John  Walby,  William  Coggins,  Benjamin 
Albertson,  Hugh  Foulke,  John  Chamberlain,  Christian  Dull, 
Daniel  Price,  Samuel  Jones,  and  Samuel  Evans. '^^ 

Of  Richard  Brockden,  who  taught  at  Byberry  about 
1 7 10  or  1711,^^  and  later  (about  1722)1"  for  a  short 
time  in  Philadelphia,  very  little  is  known.  The  minute  just 
referred  to,  however,  leaves  the  impression  that  Friends  were 
very  willing  for  him  to  leave  the  school,  but,  on  his  request, 
allowed  him  to  remain.  Walter  Moor,  a  schoolmaster  at 
Byberry  (about  1753)  leaves  no  record  as  a  master,  but  we  are 
certain  his  character  was  not  satisfactory  to  Friends.  In  1 753 
they  complained  of  his  drinking  to  excess  and  removing  from 
place  to  place  without  giving  notice  of  it.^^^  An  instance  of 
this  sort,  though  not  entirely  out  of  keeping  with  custom 
in  those  days,  was  severely  criticised  at  all  times  in  the 
meetings.  This  is  the  only  explicit  case  of  drunkenness,  on 
the  part  of  teachers  who  were  employed  by  Friends,  which  has 
come  to  the  writer's  attention.  The  frequent  mention  of 
reproof  of  members  for  that  offense,  in  the  early  years  of  the 
centtu-y,  however,  would  lead  one  to  believe  that  such  great 
success  in  eliminating  it  from  those  in  the  teaching  profession 
was  scarcely  possible.  However  that  may  be,  no  case  has 
been  found  (in  newspaper  reports,  where  the  names  were 


^*^Pa.  Gaz.,  No.  1865,  1764. 
i5op.  C.  S.  M.,  I,  164. 
^^^Ibid.,  173. 

i^^The  last  eight  mentioned  are  named  as  teachers  in  Gwynedd  neigh- 
borhood school,  by  Joseph  Foulke.     (Jenkins,  396-7.) 
'^'Min.  Abington  Mo.  Mtg.,  4 — 25 — 171 1,  73. 
'*^Min.  Phila.  Mo.  Mtg.,  2 — 27 — 1722,  83. 
'"Min.  Abington  Mo.  Mtg.,  10 — 29 — 1753,  m. 


Masters  and  Mistresses 


225 


mentioned)  in  which  any  Quaker  master  engaged  in  dis- 
reputable brawling  was  lodged  in  jail,  which  was  noted  on  the 
part  of  several  other  private  masters  of  Philadelphia.'^ 
This  latter  source  of  information  is  perhaps  more  reliable 
than  the  meeting  records. 

Among  Quaker  schoolmasters,  who  have  been  mentioned 
frequently,  is  Christopher  Taylor.  He  was  educated  in 
Latin,  Greek,  and  Hebrew,  and,  in  1695,'^'  published  a  com- 
pendium of  the  three  languages.  He  was  a  teacher  at 
Waltham  Abbey  School,'^*  and,  coming  to  Philadelphia  in 
1682,  established  a  school  on  Tinicum  Island,  of  which  very 
little  authentic  information  is  to  be  had.  WiUiam  Under- 
wood was  a  teacher  at  Warington  about  1740.'^^  Elihu 
Underwood  has  already  been  mentioned  on  several  occasions 
as  the  most  extraordinary  master  of  Warington,  having  exe- 
cuted an  attractive  copy  of  arithmetic  exercises  from  an  old 
English  arithmetic.'^"  Others,  only  to  be  mentioned,  were: 
D.  B.  Ayres,  Richland  Meeting,  1793;'®'  Christopher  Smith, 
Byberry,  i784;'^2  Bryan  Fitzpatrick,  Horsham,  1784;'®' 
Joseph  Kirk,  1793,'^  and  Isaac  Carver,  at  or  near  Horsham, 
jy8^.i65  Thomas  Pearson  at  Maiden  Creek  (Exeter  Monthly 
Meeting),  1784;'^  Benjamin  Parks  and  wife,  at  Reading, 
1784;'"  and  Caleb  Johnson  at  Reading,  1787.'^^  An 
unknown  master  of  Bucks  County  is  mentioned  by  General 
John  Lacey  in  his  memoirs,  as  he  comments  on  his  early 
educational  opportunities.  He,  himself,  was  a  member  of  a 
family  of  Friends. 


^^Pa.  Gaz.,  No.  2371,  1774.  Ibid., No.  21^7,  1770.  Ibid.,  No.  2118, 
1769.     Ibid.,  No.  1821,  1763. 

"^Wickersham,  26. 

^^^Ibid.,  27. 

i^Prowell,  I,  539. 

"o/Wd.,  541 

'*'Name  found  in  the  account  book  for  the  Jonathan  Walton  Fund 
used  for  that  meeting,  p.  i .  (Deposited  at  Friends  Meeting  House  in 
Quakertown,  Pa.) 

»«*Min.  Horsham  Mo.  Mtg.,  4 — 28 — 1784. 

i"Min.  Horsham  Sch.  Com.,  i — 11 — 1793. 
i««Min.  Horsham  Mo.  Mtg.,  4 — 28 — 1784. 
»««Min.  Exeter  Mo.  Mtg.,  4—28—1784,  5iof. 

"*/6td.,  10 — ^31 — 1787,  60  f. 


No  extreme 
cases  of  law- 
lessness 
among 
Quaker 
masters 

Taylor 


Underwood 


Teachers 

previously 

mentioned 


226  Early  Quaker  Education  in  Pennsylvania 

I  was  early  sent  to  school,  such  as  it  was.  The  master  himself  cotild 
neither  read  or  write  correctly,  as  he  knew  nothing  of  Grammar,  it  was 
not  to  be  expected  he  could  teach  it  to  others.  Grammar  was  never 
taught  in  any  school  I  went  to — ^no  book  of  this  kind,  or  the  remote 
rudiments  of  it  was — that  I  remember — talked  of  at  any  of  the  cotmtry 
schools  I  was  acquainted  with.  None  but  Quaker  families  resided  in  the 
neighborhood  where  I  was  brought  up,  among  whom  the  Bible  and 
Testament  and  Dilworth's  speUing-book  were  the  only  books  suffered  to 
be  used  in  the  Quaker  schools  from  which  circumstances  no  one  will 
hesitate  to  acknowledge  the  extreme  limited  education  and  acquirements 
of  literal  knowledge  by  youth  so  circumscribed."' 

Such  were  the  country  schools,  if  judged  by  his  writing  as 
fair  sample. 


a 


SUMMARY 

The  primary  requirements  for  masters  and  mistresses,  as 
determined  by  the  yearly  meeting,  were  (i)  high  morality, 
(2)  membership  with  Friends,  and  (3)  competency  to  teach 
the  subjects  for  which  employed.  These  standards  were 
consciously  striven  for,  as  indicated  by  their  reports  on  the 
subject. 

As  a  rule,  the  teachers  selected  for  the  lower  schools  were 
native  to  the  place,  though  there  were  exceptions.  A  large 
number  of  the  Latin  masters,  however,  were  secured  through 
Friends  in  England.  To  supply  the  lack  of  teachers,  in 
Philadelphia  at  any  rate,  recourse  was  occasionally  had  to 
the  apprenticeship  system,  as  instanced  by  the  cases  of 
Eldridge,  and  James  Dickinson. 

The  yearly  assembly  recommended  better  accommodations 
for  teachers,  that  they  might  be  more  easily  retained  in  the 
same  position.  The  cases  mentioned  indicate  a  very  good 
length  of  tenure;  Clift,  two  years;  Taylor,  perhaps  five; 
Keith,  about  two;  Makin,  intermittently  for  about  forty; 
and  many  others,  similarly.  These  figures  are  undoubtedly 
not  representative,  the  majority  being  taken  from  the  city. 
Personal  recommendation  and  certificates  of  removal  served 
some  of  the  purposes  of  the  teacher  license  system.  The  con- 
tract was  verbal  only,  so  far  as  evidence  appears  and  the  term 
of  it  usually  for  one  year. 


^*»Pa.  Mag.  Hist.,  XXV,  3. 


Masters  and  Mistresses 


227 


Attention  is  called  to  the  seeming  great  increase  in  salaries 
during  the  century,  and  great  variation  in  the  amounts  paid 
at  any  one  time,  especially  between  those  of  country  and  cicy 
masters.  The  salaries  of  women  appear  to  have  been  very 
meager  as  compared  with  those  of  the  men.  No  appreciable 
difference  is  found  between  the  salaries  or  rates  of  Quaker 
masters  and  those  of  private  masters  in  the  city  at  the  same 
time.  Rates  charged  for  poor  children,  schooled  by  the 
Board,  were  less  than  those  fixed  for  others. 

A  few  mistresses  in  the  schools  are  mentioned.  For  the 
most  part,  the  length  of  their  service  is  not  known.  A  large 
proportion  of  them  were  engaged  in  teaching  poor  children, 
though  not  limited  to  that.  A  large  proportion,  over  half  of 
the  poor  children  taught  by  them,  were  members  of  various 
denominations.  Their  service  was  not  limited  to  the  schools 
for  Whites,  some  being  employed  in  the  Negro  School,  near 
the  end  of  the  century. 

Brief  attention  is  given  individual  masters.  As  rated  by 
the  frequency  of  their  mention  in  five  standard  authorities, 
Pastorius,  Benezet,  and  Thompson  lead  the  list;  it  is  not 
believed  that  this  measure  is  adequate,  however.  Concern- 
ing the  qualifications  of  the  masters,  we  find  that  all  degrees 
of  ability  and  training  were  represented.  Pastorius  may  be 
taken  as  a  type  of  the  classically  trained  master  of  the  Latin 
School.  The  other  extreme  might  be  represented  by  several 
of  the  ill-paid  country  masters.  John  Lacey  describes  such 
a  master  and  his  school  in  his  memoirs. 

One  definite  case  of  drunkenness  on  the  part  of  a  master 
has  come  to  light.  Though  not  probable  that  the  record  is  so 
clear,  it  does  appear  that  excessive  outlawries  were  not  com- 
mitted. The  chief  sources  studied  on  this  point  were  the 
newspapers  of  the  period  and  minutes  of  various  Quaker 
meetings. 


Salaries 


Women 
teachers 
considered 


Masters 
Rank 


Character 


CHAPTER  XI 
EDUCATION  OF  NEGROES  AND   INDIANS 


Negroes 
early  in 
Pennsyl- 


1639 


1664 


Gradual 
abolition  by 
law  of  1780 


EARLIEST  TRACES  OF  THE  NEGRO   IN   PENNSYLVANIA 

To  the  reader  of  the  history  of  Pennsylvania,  the  statement 
that  the  colony  was  established  in  1681  by  William  Penn 
seems  sufficient  reason  for  thinking  that  was  the  first  settle- 
ment. But  there  were  other  people  already  established  there 
and  among  them  were  to  be  found  Negroes,  as  is  very  readily 
ascertained  from  the  records.  The  people  who  occupied  the 
territory  along  the  Delaware,  later  to  be  called  Pennsylvania, 
before  its  charter  as  a  colony  was  granted,  were  chiefly 
Swedes,  English,  and  Dutch,  who  had  crossed  over  the  river 
from  the  neighboring  colonies.^ 

Negroes  were  not  numerous.  There  remains  rather  scant 
evidence  of  their  presence  in  any  considerable  number,  but 
authentic  record  of  certain  instances.  It  is  found,  for  exam- 
ple, that  as  early  as  1639  a  convict  was  sentenced  to  South 
River,  as  the  Delaware  was  then  called,  to  serve  out  his  time 
with  the  Negroes.^  This  is  the  earliest  record  found ;  though 
frequent  mention  is  made  of  them  after  this  date.  In  1664, 
the  West  India  Company  agreed  to  furnish  about  fifty 
Negroes  to  work  in  the  lowlands  on  the  Delaware  River.' 
This  is  the  earliest  explicit  record  that  is  found  of  trafficking 
in  Negroes  in  Pennsylvania.  The  slave  trade,  thus  begun 
by  the  Dutch  Company,  was  continued,  now  rising,  now 
falling,  till  the  final  aboHtion  of  slavery  in  1780.'*  The  law  of 
1780,  which  provided  for  a  gradual  abolition,  was  subjected 
to  such  frequent  evasion  that  in  1788  it  became  necessary  to 

'Proud,  Hist,  of  Pa.,  I,  233  and  logf.  (see  Ms.  description  of  the 
province  of  Pennsylvania  written  by"  William  Penn  relating  to  the  first 
settlement  written  1682.     A  copy  in  Logan  Ms.  Collections,  Vol.  i. 

*2Pa.  Archives,  XVI,  234. 

'Hazard,  Annals  of  Pa.,  331.     N.  ¥.  Col.  Doc.  II,  213-14. 

*Col.  Rec,  XII,  99. 

(228) 


Edtication  oj  Negroes  and  Indians 


229 


pass  another  for  its  clarification  and  enforcement.^  By  the 
middle  of  the  seventeenth  century,  the  importation  of  slaves 
had  become  a  part  of  the  regular  work  of  the  merchants  of 
Philadelphia,  with  the  exception  of  a  few  conscientious 
Quakers  who  refused  to  profit  thereby.  Records  of  the  end 
of  the  century  indicate  that  the  nimiber  of  Negroes  had  by 
that  time  become  very  considerable,  though  no  exact  figures 
are  obtainable.^ 

But  it  is  not  to  be  assumed  that  because  the  slave  trade 
began  thus  early  and  continued  to  grow,  it  did  so  without 
meeting  any  opposition.  In  fact  it  is  probably  due  to  a  few 
years  of  opposition  by  various  factors,  which  are  here  only 
mentioned  briefly,  that  the  slave  trade  did  not  become  as 
prodigious  in  Pennsylvania  as  in  other  states,  and  that  she 
was  the  first  to  pass  an  abolition  law  against  it.''  Chief 
among  the  factors  which  opposed  the  increase  of  Negro 
serfdom  were  these:  (1)  the  conscientious  scruples  of 
Friends  in  reference  to  the  traffic;*  (2)  the  objection  on  the 
part  of  the  German  inhabitants  (partially  as  Quakers,  but 
not  entirely);®  and,  (3)  the  dissatisfaction  caused  among 
White  laborers  by  the  enforced  competition  of  the  Negroes.*" 

As  a  result  of  this  opposition  to  the  importation  of  slaves, 
there  was  enacted  various  legislation  restricting  it,  although 
there  was  at  the  same  time  an  urgent  demand  on  the  part  of 
some  for  slave  labor.  One  of  the  first  attempts  on  the  part  of 
the  Colonial  Assembly  to  restrict  slave  traffic  was  the  act  of 
1700,  imposing  the  maximum  duty  of  20  shillings  per  head 
imported,  which  amoimt  was  in  1705  increased  to  40  shil- 
lings." Not  entirely  satisfied  with  this  stroke,  the  Assembly 
attempted  (17 12)  practically  to  prohibit  importation  by 
placing  a  levy  of  £20  per  head,  but  this  act  was  at  once 
repealed  by  the  crown.*^    However  great  may  have  been  the 


Opposing 
factors 


Restrictive 
legislation 
1700,  1705, 
1712 


^Laws  of  Pa.,  Ill,  269-272;   3  Pa.  Archives,  XVIII,  303-430- 
^Ms.  Ancient  Rec.  oj  Phiia.,  July  28,  1702. 
^Tvimer,  The  Negro  in  Pa.,  79. 
'London  Yr.  Mtg.,  Epistles,  1772,  394. 
*3  Pa.  Archives,  XVIII,  303-430. 
^'Turner,  The  Negro  in  Pa. 
"5/a/.  at  Large  of  Pa.,  II,  107,  285. 

"Ms.  Bd.  of  Trade  Papers,  Proprieties,  IX,  Q,  39,  42;   Stat,  at  Large 
0/ Pa.  II,  543-4. 


230  Early  Quaker  Education  in  Pennsylvania 


Slack 

demand  for 
slaves 
indicated 


The  trade 
formed  by 
certain 
classes:  (i) 
traders,  (2) 
manufac- 
turers 


Trade 
accelerated 


failtire  in  legislation,  it  seems  that  the  feeling  against  impor- 
tation was  quite  marked  and,  for  that  reason,  the  number 
imported  fell  considerably.  If  the  statement  of  a  merchant, 
Jonathan  Dickinson,  may  be  taken  as  indicative,  we  may 
judge  that  it  was  the  slack  demand  that  brought  about  a 
decrease  in  importation.  He  says,  writing  to  Jamaica,  April, 
171S, 

I  must  entreat  you  to  send  me  no  more  Negroes  for  sale,  for  owe  people 
don't  care  to  buy.  They  are  generally  against  any  coming  into  the 
country." 

However  strongly  the  general  public  was  opposed  to  the 
slave  importation,  it  was  nevertheless  possible  for  the  inter- 
ests of  the  few  to  dominate.  First,  there  was  the  desire  on 
the  part  of  the  trading  company  for  the  rich  profits  derived, 
and  the  crown  was  loath  to  fail  to  safeguard  the  company  in 
its  demands;  this  service  it  performed  by  regularly  repealing 
the  obnoxious  legislation,  which  was  enacted  and  favored  by 
the  majority  of  the  citizens  represented  in  the  Assembly.^* 
Second,  certain  influential  classes  of  citizens,  for  example,  the 
iron  masters,  wished  for  the  continuance  of  importation 
because  of  the  advantage  accruing  to  them  through  the 
competition  between  Whites  and  slave  labor.  This  is 
instanced  in  1727  by  a  petition  on  their  part  for  the  removal 
of  the  duty  because  of  the  scarcity  of  available  Whites. ^^ 

This  conflict  between  the  ideals  of  different  classes,  com- 
plicated by  the  economic  problem  of  labor,  continued  to  be 
fought  out  chiefly  in  words,  and  legislation,  until  by  the 
middle  of  the  eighteenth  century  it  is  estimated,  by  some 
historians  of  Pennsylvania,  that  importation  had  nearly 
ceased.^®  The  period  following  1750,  however,  saw  importa- 
tion again  positively  accelerated,  due  to  the  greater  security 
in  the  possession  of  Negro  slaves  compared  with  that  of  the 
White  servants.  Passing  over  the  crest  of  this  wave  of 
increase,  we  find  a  rapid  decline  in  importation  and  sale  of 
Negroes  during  the  years  immediately  preceding  the  Ameri- 


"Watson,  Annals  of  Phila.,  II,  264. 

^*Ms.  Bd.  of  Trade  Papers,  Proprieties,  IX,  Q,  39,  42;  Stat,  at  Large 
of  Pa.  11,  543-4. 

^^  Votes  and  Proceedings,  1726-1742,  31.- 

"Smith,  Hist,  of  Del.  Co.,  261;   Kaln,  Travels,  I,  391. 


Education  of  Negroes  and  Indians 


231 


can  Revolution;  but  even  after  the  Revolution,  fought  for 
the  principles  of  freedom,  independence  and  equality,  there 
occur  not  infrequent  instances  of  the  traffic  in  human  flesh 
and  blood.^^  These  cases  form  the  exception  rather  than  the 
rule,  however,  and  in  1780  there  was  secured  the  law  for 
gradual  prohibition,  to  which  reference  has  already  been 
made.^* 

The  condition  of  the  slaves  in  Pennsylvania  was  in  many 
respects  better  than  in  other  states;  especially  is  this  true 
if  they  are  compared  with  those  in  the  South,  who  were 
employed  mostly  in  plantation  work.  Their  clothing,  if  we 
may  judge  by  the  descriptions  which  usually  accompanied  the 
advertisement  of  runaways,  was  usually  good  and  very 
striking  in  its  variety,  as  witnesses  the  following  description.* 

Three  hundred  dollars  reward.  Runaway  from  the  subscriber  on  the 
evening  of  August  14,  1779.  20th  of  Jtine,  lost,  a  negro  man  named  Dan 
about  24  or  25  years  of  age;  5  feet,  5  or  6  inches;  something  pitted  with 
the  smallpox;  his  dress  when  he  went  off  is  uncertain,  as  he  took  simdry 
clothes  with  him,  amongst  which  are  two  coats,  a  light  faggothy,  and  a 
brown  jerkin  with  yellow  buttons,  three  jackets,  light  blue,  brown,  and 
striped  linen,  a  pair  of  new  buckskin  breeches,  several  pairs  of  old 
striped  and  two  pairs  of  tow  trousers,  three  pairs  of  stockings,  three  good 
shirts,  and  a  round  hat.  Said  negro  is  this  country  bom,  and  talks  the 
English  and  German  languages;  is  fond  of  playing  the  fiddle,  and  is 
natiually  left-handed,  and  what  is  very  remarkable,  he  bows  with  the 
left  hand  when  performing  on  the  violin." 

Socially  they  were  less  restricted  and  did  not  suffer  the 
sharp  separation  from  the  Whites  that  was  characteristic  of 
the  South.  They  were  not  on  an  equality,  that  was  not 
to  be  expected,  but  they  enjoyed  considerable  freedom 
among  themselves,2°  and  the  various  religious  societies  were, 
at  least  to  a  considerable  degree,  interested  in  their  spiritual 
welfare.  We  find,  at  any  rate,  no  considerable  opposition  to 
their  advancement  as  was  present  in  Virginia,  even  at  a  much 
later  date."     The  Moravians,  as  before  stated,  were  usually 


Decline  in 
the  trade 
about 
Revolution 


Slaves:  how 
circum- 
stanced in 
Pennsyl- 
vania 


Fewer  social 
restrictions 


"Pa.  Gaz.  and  Wk.  Advt.,  1779,  No.  2580. 
^^CoL  Rec,  XII,  99. 

*The  quaUty  of  the  clothing  on  their  backs  does  not  necessarily  mean 
they  enjoyed  a  good  location.     It  was  in  many  cases  stolen  goods. 
"Pa.  Gaz.,  No.  2568,  1779. 
*°Watson,  Annals,  I,  406. 
"Heatwole,  Hist,  of  Ed.  in  Va.,  299. 


232  Early  Qtiaker  EdticaUon  in  Pennsylvania 


Care  for 
their  religious 
welfare 


Work  of 
Whitefield 


Missionary 
work  for 
Negroes  not 
limited  to 
Quakers 


opposed  to  holding  slaves,  and  where  they  were  held,  they 
were  on  a  basis  of  religious  equality.^^  The  Lutherans  were 
likewise  tolerant,  but  it  is  to  the  credit  of  the  Episcopalians 
that  most  is  due.  Negroes  were  baptized  in  their  church  and 
then  instructed  in  religion  by  a  minister  provided  for  that 
purpose.^  Not  only  were  the  established  congregations 
favorable  to  the  aid  of  the  Negro,  but  many  itinerant  minis- 
ters were  desirous  of  educating  him. 

There  is  one  outstanding  instance  of  the  latter  which 
may  serve  as  an  illustration.  It  is  that  of  Reverend 
Whitefield,  who  took  up  five  thousand  acres  of  land  on 
the  forks  of  the  Delaware  in  Pennsylvania,  where  the 
hoped  to  erect  a  Negro  school.  The  movement  was 
given  wide  publicity  and  subscriptions  were  asked  for 
its  support,^  In  the  papers  which  advertise  the  begin- 
ning of  the  project,  there  is  fovmd  no  statement  as  to  the 
successful  outcome  of  it;  the  whole  scheme  seems  to  have 
melted  away  as  easily  as  it  had  arisen.  The  scheme  of 
Whitefield,  was  equalled,  and  perhaps  even  excelled,  by  a 
much  earlier  proposal,  1722,  which  was  made  anonymously 
through  the  columns  of  the  Mercury}^  The  service  was  to  be 
rendered  to  the  servants  of  any  religious  denomination,  and 
without  any  expense  to  them  whatsoever.  It  was  chiefly 
desired  that  the  Negroes  might  be  taught  to  read  the  Scrip- 
tures.^^ 

If  justice  were  to  be  done  to  the  various  attempts  on  the 
part  of  itinerant  ministers  and  the  regularly  established 
churches  to  aid  in  bringing  enlightenment  to  the  Negroes  in 
Pennsylvania,  it  would  require  volumes.  Such  mention  as  has 
been  made  is  for  the  ptupose  of  pointing  out  the  universality 
of  the  missionary  spirit,  so  that  it  may  not  be  understood  that 
that  the  entire  work  was  carried  on  under  the  direction  of 
Friends,  to  whose  activities  much  more  space  must  necessarily 
be  given  in  this  work.  In  the  pages  following  it  will  be 
attempted  to  outline  as  definitely  as  possible,  from  the  avail- 


«Pa.  Mag.  of  Hist.,  XXIX,  363. 

i^Smith,  H.  W.,  Life  of  W.  Smith,  I,  238. 

^Pa.  Gaz.,  1740,  624;   Am.  Wk.  Mer.,  1740,  No.  1097. 

'Mot.  Wk.  Mer.,  1722-3,  IV,  16. 


Education  of  Negroes  and  Indians 


233 


able  records,  what  was  actually  accomplished  by  the  organi- 
zation of  Friends  towards  Negro  education. 


QUAKER   LEADERS   AND   THE    NEGRO    PROBLEM 

However  auspicious  may  have  been  the  opportunity  for 
attempts  to  plant  slavery  on  the  soil  of  Pennsylvania,  it  was 
neither  destined  to  meet  unqualified  success  nor  to  pass  with- 
out rigorous  opposition.  The  German  population  from  the 
very  outset,  as  we  have  already  stated,  was  hostile  to  the  idea 
of  slavery.^  Likewise,  the  Quakers  were  dominated  by  men 
who  believed  that  slavery  had  no  justification,  and  through- 
out their  Uves  were  actuated  by  this  belief.  Brief  mention 
may  be  made  of  three  of  these  leaders,  sufficient  at  least  to 
indicate  their  viewpoint  and  the  remedy  which  they  advo- 
cated. 

George  Fox,  their  revered  founder,  was  quite  naturally 
referred  to  in  matters  of  importance  and  far  reaching  conse- 
quence. Through  the  influence  of  his  ministry,  the  doctrine 
of  the  freedom  of  all  men  and  of  inherent  rights,  which  they 
possessed  by  virtue  of  being  men,  came  to  be  accepted  in  the 
church  organization,  and  was  published  in  the  discipline  and 
various  letters  of  that  body.^*  These  acts  of  the  chtuch 
organization  will  be  dealt  with  presently.  Fox  defends  his 
position  mainly  on  the  religious  basis ;  it  is  quite  likely  that  a 
religious  training  and  education  is  uppermost  in  his  mind 
throughout  his  plea  for  the  Negro.  He  does  not  limit  himself 
to  their  case,  but  insists,  also,  on  the  education  of  the  Indian 
natives.  The  education  (religious)  which  he  specifically 
mentions,  is  for  the  purpose  of  their  salvation,  but  the  atten- 
tion of  Quakers  was  not  limited  to  that  alone.  Religious 
education  did,  however,  receive  their  first  consideration. 
The  essence  of  Fox's  influential  utterances  on  this  subject  is 
contained  in  the  following  extract. 

And,  also,  you  must  instruct  and  teach  your  Indians  and  N^roes,  and 
all  others,  how  that  Christ,  by  the  grace  of  God,  tasted  death  for  every 
man  and  gave  himself  a  ransom  for  all  men  to  be  testified  in  due  time; 

"Pa.  Archives,  XVIII,  303-430.  Ibid.,  XXI,  165-324.  Ibid.,  XVII, 
489-685. 

»8Christian  Doc.  Prac.  and  Dis.  Relig.  Soc.  of  Friends,  1727,  122, 
(published  1861).     Ibid.,  extract  of  1758. 


Slavery's 
opponents 


George  Fox 


Pleads  for 
education  of 
Negro  and 
Indian 


234  Early  Quaker  Education  in  Pennsylvania 


John 
Woolman 


His  sermons, 
tracts,  etc. 


Woolman  on 
slave  holding 


and  is  the  propitiation  not  only  for  the  sins  of  Christians,  but  for  the  sins 
of  the  whole  world;  and  that  He  doth  enlighten  every  man  that  cometh 
into  the  world,  with  His  true  light,  which  is  the  life  in  Christ  by  Whom 
the  world  was  made.^' 

From  among  the  Quaker  exponents  of  the  freedom  of  all 
men,  we  can  scarcely  select  one  of  greater  influence  than  John 
Woolman.  He  was  bom  in  1720,^*'  and  thus  grew  up  to  man- 
hood in  a  period  when  the  opposition  to  slavery  on  the  part  of 
Friends  was  on  the  increase,  and  lived  through  its  zenith, 
after  which  slavery  among  Pennsylvania  Friends  scarcely 
existed. ^^  He  was  well  educated.  The  greater  part  of  his 
life  was  spent  travelling  as  a  minister  from  place  to  place, 
now  working  among  the  Indians^^  and  again  visiting  meetings 
in  the  interest  of  the  freedom  of  the  Negro.^  His  journeys 
throughout  the  colonies  served  to  keep  the  individual  meet- 
ings awake  to  the  problem  before  them,  and  the  firm  con- 
viction of  the  man  won  no  less  number  of  supporters  than  the 
eloquence  of  his  appeal.  The  influence  of  Woolman  did  not, 
however,  limit  itself  to  the  channels  of  his  sermons;  in  1754 
appeared  one  of  his  best  expressions  on  the  traffic,  entitled 
Some  Considerations  on  the  Keeping  of  Negroes.  Nothing  was 
permitted  to  stand  in  the  light  of  his  conviction  as  to  the 
right ;  he  refused  to  continue  his  practice  of  writing  wills  in 
all  cases  where  the  disposition  of  slaves  was  involved.^* 

But  it  is  impossible  to  give  in  this  limited  space  an  adequate 
resum^  of  the  work  of  this  great  spokesman  of  freedom.  A 
brief  representative  statement  from  his  works,  added  to  what 
has  already  been  said,  is  perhaps  the  most  satisfactory  treat- 
ment that  can  be  given. 

Many  slaves  on  this  continent  are  oppressed,  and  their  cries  have 
reached  the  ears  of  the  most  High.  Such  are  the  purity  and  certainty 
of  His  judgments,  that  He  can  not  be  partial  in  our  favor.  In  infinite 
love  and  goodness  He  hath  opened  our  understandings  from  one  time  to 
another  concerning  our  duty  to  this  people;  and  it  is  not  a  time  for 
delay.  Should  we  now  be  sensible  of  what  He  requires  of  us,  and 
through  respect  to  the  interest  of  some  persons,  or  through  a  regard  to 
some  friendships  which  do  not  stand  on  an  immutable  foundation, 
neglect  to  do  oiu*  duty  in  firmness  and  constancy,  still  waiting  for  some 


^'Friends'  Lib.,  I,  79. 
'"Woolman's  Works,  15. 
"Turner,  Negro  in  Pa.,  67. 


»»Woolman's  Works,  156-7. 
^Ibid.,  78. 
^'Ibid.,  44. 


Education  of  Negroes  and  Indians 


235 


ertraordinary  means  to  bring  about  their  deliverance,  it  may  be  by 
terrible  things  in  righteousness,  God  may  answer  us  in  this  matter.** 

Man  is  bom  to  labor,  and  experience  abundantly  sheweth  that  it  is 
for  our  good;  but  where  the  powerful  lay  the  burden  on  the  inferior, 
without  affording  a  Christian  education,  and  suitable  opportunity  for 
improving  the  mind,  and  a  treatment  that  we  in  their  case  should 
approve,  that  themselves  may  live  at  ease  and  fare  sumptuously,  and 
lay  up  riches  for  their  posterity,  this  seems  to  contradict  the  design  of 
Providence  and,  I  doubt  not,  is  sometimes  the  effect  of  a  perverted  mind; 
for  while  the  life  of  one  is  made  grievous  by  the  rigor  of  another,  it 
entails  misery  to  both." 

While  speaking  of  the  life  and  work  of  the  two  above  men- 
tioned Quaker  reformers,  one  other  person  seems  to  call 
imperatively  for  attention.  His  work  was  equally  wide- 
spread and  the  public  was  kept  open  to  his  influence  through 
several  of  his  books  and  pamphlets  published  on  the  subject 
of  slaves  and  slaveholding.'^  A  French  Hugenot  by  birth, 
Anthony  Benezet  came  early  to  America,  where  he  was  a 
staunch  member  of  Friends,  and  in  whose  society  he  per- 
formed a  continuous  service  for  the  freedom  and  education  of 
the  Negroes,  until  the  time  of  his  death  in  1784.^*  His 
immediate  connection  with  the  Negro  School,  established  by 
Friends  in  1770^^  wiU  be  considered  more  fully  elsewhere. 
The  arguments  advanced  by  him  against  slavery  are  based  on 
the  groimds  of  practicality  and  justice.  The  system  is 
injurious  to  the  slave  and  the  master,  and  inconsistent  with 
the  ideals  of  a  free  community.  We,  ourselves,  must  agree 
with  him  in  his  position  as  set  forth  in  the  following  selection. 

The  bondage  we  have  imposed  on  the  Africans  is  absolutely  repugnant 
to  Justice.  It  is  highly  inconsistent  with  civil  policy:  First,  as  it  tends 
to  suppress  all  improvements  in  arts  and  sciences,  without  which  it  is 
morally  impossible  that  any  nation  should  be  happy  or  powerful. 
Secondly,  as  it  may  deprave  the  minds  of  the  free  men,  steeling  their 
hearts  against  the  laudable  feelings  of  virtue  and  humanity.  And  lastly, 
as  it  endangers  the  community  by  the  destructive  effects  of  civil 
commotions;  need  I  to  add  to  these  what  every  heart,  which 
is  not  callous  to  all  tender  feelings)  will  readily  suggest — ^that  it  is 
shocking  to  humanity,  violative  of  generous  sentiment,  abhorrent  utterly 


"Woolman's  Works,  96-7. 

^Ibid.,  244. 

*^Most  significant  works  are  given  in  the  bibliography. 

"Min.  Plula.  Mo.  Mtg.,  i — 30 — 1784,  128. 

'^Ibid.,  6 — 29 — 1770,  398. 


Anthony 

Benezet;  his 

influence 

through 

books, 

pamphlets, 

etc. 


Extract  from 
Benezet 


236 


Early  Quaker  Education  in  Pennsylvania 


George 
Keith  and 
other 

antagonists 
of  slavery 


from  the  Christian  religion;  for  as  Montesquieu  very  justly  observes, 
"We  must  suppose  them  not  to  be  men,  or  a  suspicion  would  follow  that 
we  ourselves  are  not  Christians."  There  can  not  be  a  more  dangerous 
maxim  than  that  necessity  is  a  plea  for  injustice.  For  who  shall  fix  the 
degree  of  this  necessity?  What  villian  so  atrocious  who  may  not  urge 
this  excuse;  or,  as  Milton  has  happily  expressed  it, — "and  with  necessity, 
the  tyrants  plea,  excuse  his  devilish  deed"?*" 

Besides  the  three  representatives  mentioned,  there  were  a 
host  of  others,  many  of  them  still  earlier  but  perhaps  none 
who  exercised  so  great  an  influence.  Among  those  worthy  of 
mention  were  George  Keith,  a  dissenter  among  Quakers,  but 
one  of  the  earliest  teachers  in  Philadelphia,  and  a  very  ardent 
antagonist  of  slavery.  Others,  whose  zeal  outran  their  dis- 
cretion, such  as  Ralph  Sandiford,  Benjamin  Lay,*  and 
William  Southeby,  might  be  profitably  discussed  here,  but 
lack  of  space  eliminates  their  consideration.  Still  other 
itinerant  ministers.  Banks,  Pennington,  and  Chalkley,  though 
not  so  precipitous  in  their  actions  as  the  three  above  named, 
were  none  the  less  worthy  spokesmen  of  the  cause. 


Study  of  the 
meeting 
records 
referring  to 
Negro  edu- 
cation 


The  meeting 
organization 
against 
slave  traffic 


THE    CHURCH   ORGANIZATION  AND   THE    NEGRO    QUESTION 

Under  this  head  it  is  intended  to  present,  (i)  the  activity 
of  the  society  as  an  organization,  and  (2)  the  establishment  of 
Negro  education  in  the  various  meetings  where  any  record  of 
it  remains.  In  doing  so,  let  the  reader  keep  in  mind  the 
principles  set  forth  previously  by  the  three  representatives 
who  have  been  mentioned  as  leaders  in  the  cause  of  Negro 
education  and  liberation. 

As  is  quite  naturally  expected,  after  this  brief  introduction 
to  the  belief  of  the  Quaker  leaders,  we  find  that  the  society 
placed  itself  as  a  unit  opposed  to  the  perpetuation  of  bondage 
among  the  Blacks.  Friends  were  astonished  to  find,  when 
they  arrived,  that  slavery  existed  in  Penn's  colony,  and  as 
early  as  1688  those  settled  at  Germantown  entered  a  memor- 
able protest  against  it.*^    Five  years  later  George  Keith,  a 


^^Benezet,  A  Short  Account  of  the  People  Called  Quakers,  81-2. 

*Vaux,  Memoirs  of  Lay  and  Sandiford. 

*^Pa.  Mag.  of  Hist.,  XIII,  265;  Old  Germantown,  Lippincott's  Mag., 
Feb.,  1884,  118  ff.,  containing  an  account  of  the  protest;  Phila.  Quar- 
terly Meeting  would  not  take  action,  it  being  considered  too  weighty  a 
question  (Min.  Phila.  Q.  Mtg.,  4^4 — 1688,  136.) 


Education  of  Negroes  and  Indians 


237 


Quaker  who  a  few  years  later  came  into  disfavor  with  the 
society,  entered  a  vigorous  denunciation  of  the  practice  of 
holding  slaves.**  The  general  tenor  of  these  protests  is 
against  perpetual  bondage,  their  idea  being  that  since  it 
already  existed,  there  should  be  a  time  limit  set  at  the  expira- 
tion of  which  all  those  held  should  become  free. 

It  would  have  been  possible  for  individual  protests  and 
those  of  smaller  meetings  to  have  gone  on  indefinitely  and 
still  have  accomplished  but  little  in  the  way  of  influencing 
others.  Similar  expressions  from  a  central  organization, 
speaking  with  some  semblance  of  authority,  could  have 
accompHshed  much  more,  and  did  so,  though  not  till  some 
years  later.  The  advices  issued  by  the  yearly  meeting  were 
usually  in  the  nattire  of  reproof,  scarcely  or  never  mandatory. 
One  of  the  earliest  was  drawn  up  at  the  yearly  meeting  in 
1727  and  sent  to  the  meetings  subject  thereto. 

It  is  the  sense  of  this  meeting  that  the  importation  of  negroes  from 
their  native  cotontry  and  relations  by  Friends,  is  not  a  commendable  or 
allowable  practice,  and  is  therefore  censured  by  this  meeting.** 

It  is  difl5cult  to  understand  how  any  communication  of  this 
natiu*e  could  have  force  in  a  situation  that  seemed  to 
demand  something  in  the  way  of  command.  But  when  it  is 
recalled  with  what  persistence  such  advices  were  given,  and 
again  repeated  in  the  appropriate  meetings,  and  that  they 
were  received  by  the  monthly  and  preparative  meetings  very 
much  as  dutiful  children  would  listen  to  the  advice  of  father 
or  mother,  then  the  influence  exerted  by  them  does  not  seem 
so  strange. 

Moreover,  there  is  ample  evidence  in  the  reports  of  various 
meetings  at  all  times  that  the  advices  of  the  yearly  meeting 
were  being  followed  with  considerable  success.  Philadelphia 
reported  (1756)  that  they  knew  of  no  Friends  who  had  been 
concerned  in  importing  Negroes  or  other  slaves.'**  By  1772 
the  yearly  meeting  reported  by  way  of  letter  that,  due  to  the 
discouragement  of  the  practice  of  slaveholding  on  the  part  of 
Friends  in  the  colonies,  it  had  greatly  diminished  in  some 


Germantown 
memorial 
against  it 


Yearly 
Meeting 
regarding 
slave  trade 


Reports 
made  to 
yearly 

meeting  con- 
cerning 
slaves 


«Pc.  Mag.  of  Hist.,  266,  268. 

^Christian  Doc.  Prac.  and  Discipline,  1727,  pub.  1861,  122. 

«Min.  Phila.  Mo.  Mtg.,  4—30—1756,  215. 


238 


Early  Quaker  Education  in  Pennsylvania 


Warning  of 
1758  against 
being  con- 
cerned with 
slaves 


Freedom 
had  to  come 
before  their 
education 


Local  meet- 
ings per- 
sistent in 
their  investi- 
gation of 
slave  condi- 
tions 


parts,  and  in  others  disappeared  almost  altogether,  as  was 
true  in  the  case  of  Pennsylvania.*^  For  the  sake  of  more 
complete  illustration  of  the  type  of  expression  issued,  the 
following  is  quoted  more  at  length. 

We  fervently  warn  all  in  profession  with  us  that  they  be  careful  to 
avoid  being  in  any  way  concerned  in  reaping  the  unrighteous  profits 
arising  from  the  iniquitous  practice  of  dealing  in  Negroes  and  other 
slaves;  whereby  in  the  original  purchase  one  man  selleth  another,  as  he 
doth  the  beast  that  perisheth,  without  any  better  pretension  to  a  prop- 
erty in  him  than  that  of  superior  force;  in  direct  violation  of  the  gospel 
rule,  which  teaches  all  to  do  as  they  would  be  done  by  and  to  do  good  to 
aU;  being  the  reverse  of  that  covetous  disposition,  which  furnishes 
encouragement  to  those  poor  ignorant  people  to  perpetuate  their  savage 
wars,  in  order  to  supply  the  demands  of  this  unnatural  traffic,  whereby 
great  numbers  of  mankind,  free  by  nature,  are  subjected  to  inextricable 
bondage;  and  which  hath  often  been  observed  to  fill  their  possessors 
with  haughtiness,  tjTanny,  luxury,  and  barbarity,  corrupting  the  minds 
and  debasing  the  morals  of  their  children,  to  the  unspeakable  prejudice 
of  religion  and  virtue,  and  the  exclusion  of  that  holy  spirit  of  universal 
love,  meekness,  and  charity,  which  is  the  unchangeable  nature,  and  the 
glory  of  true  Christianity,     1758.** 

The  reader  will  have  noticed  that  the  chief  emphasis  is 
placed  upon  the  wrongfulness  of  bartering  slaves;  this  may 
be  explained  by  saying  that  that  was  the  first  problem  they 
had  to  face.  Not  until  they  were  able  to  secure  the  Negroes' 
freedom  could  an  education  be  of  much  value  to  him,  for  all 
that  he  made  of  his  life  belonged  to  his  master.  But  as  soon 
as  he  became  free,  there  arose  other  needs,  other  desires. 
New  prospects  opened  before  him,  and  there  was  a  possibility 
that  he  might  accomplish  something  for  himself  and  his 
posterity.  This  was  realized  by  the  church  organization  and 
it  followed  the  move  for  freedom  by  emphatic  requests  that 
the  meetings  take  care  of  the  spiritual  and  intellectual  educa- 
tion of  the  negroes.  The  following  will  illustrate  very  clearly 
the  insistence  with  which  the  local  church  investigated  the 
activity  of  its  members,  and  the  penalty  levied  on  the  dis- 
obedient one.  In  1759,  it  was  reported  that  ....  had 
purchased  several  Negroes ;  this  being  a  breach  of  discipline, 
two  members  were  appointed  to  speak  with  him  on  the  sub- 
ject, according  to  their  custom.     The  final  report  on  his  case 

^'Epistles  London  Yr.  Mtg.,  1772,  394. 

^•Christian  Doc.  Prac.  and  Discipline,  1758,  pub.  1861,  122. 


Education  of  Negroes  and  Indians 


239 


was  made  in  1762.     They  may  be  praised  for  longsuffering 
and  condemned  for  inefficiency. 

.  .  .  .  appeared  at  this  meeting  and  after  much  weighty  advice 
given  him  in  that  affair,  it  is  left  for  him  weightily  to  consider  whether  he 
can  not  find  freedom  to  bring  up  such  of  his  negroes  as  are  young  in 
useful  learning,  endeavoring  to  instruct  them  in  the  principles  of  Chris- 
tianity, and  at  a  proper, age,  if  they  desire  it,  to  set  them  free,  and  if 
otherwise,  that  he  can  not  have  the  unity  of  Friends." 

Instances  similar  to  this  one  are  ahnost  without  number; 
reference  is  made  to  a  few  of  them  only.'*^  The  work  of  each 
of  the  particular  meetings  is  more  completely  brought  out  in 
the  following  pages. 

Of  all  meetings  in  the  Philadelphia  Yearly  Meeting,  there 
were  none  which  accomplished  more  for  the  education  of  the 
Negro  than  did  Philadelphia  Monthly.  As  has  already  been 
noted  elsewhere  in  this  work,  there  was  quite  early  a  con- 
siderable interest  manifested  by  the  meeting  in  regard  to  the 
question  of  servitude,  and  also  the  masters'  care  in  giving 
them  Christian  instruction.^^  There  is  no  record  to  show 
that  at  these  early  dates  there  was  any  permanent  school; 
all  care  was,  without  question,  left  to  those  who  had  Negroes 
in  their  employ,  education  being  tutorial  entirely.  The 
master's  care  was  well  guarded  by  the  meeting's  committee 
on  Negroes,  however,  and  in  this  way  a  central  responsible 
party  was  provided.  In  addition,  there  was  also  established 
a  meeting  which  was  held  once  each  three  months  in  the 
interest  of  Negroes.^" 

In  1 770  there  came  to  the  front  a  definite  movement  for  the 
establishment  of  a  systematic  means  of  educating  Negro 
children.  The  proposal  for  its  consideration,  made  first  month, 
26th,  was  referred  to  the  meeting  in  second  month  for  action.^^ 

♦^Extracts  Buckingham  Mo.  Mtg.,  12 — 6 — 1762,  107. 

"Min.  Phila.  Mo.  Mtg., 4 — 30 — 1756,215;  Concord  Mo.  Mtg.,  6 — 9 — 
1779,  86;  Horsham  Sch. Com, 8 — 17 — 1792;  ChesterMo.  Mtg.,  10 — 25 — 
1779.31;  UwchlanMo.Mtg.,9 — 9 — 1779,  65f.;  Sadsbvuy,  7 — 17 — 1782, 
340. 

"Min.  Phila.  Mo.  Mtg.,  4—30 — 1756,  215  and  i — 25 — 1765,  7. 

"/6»d.,  7. 

"7Wd.,  I — 26 — 1770,371;  (Proud  in  his  Ms.  History  of  Philadelphia 
gives  Benezet  the  whole  credit  of  establishing  the  Negro  school.  There 
were  two  branches,  one  for  boys  and  one  for  girls,  taught  by  different 
tutors.  He  says  the  successful  outcome  of  this  school  of  Benezet's  was 
the  incentive  which  caused  the  Abolition  Society  to  establish  others.) 
See  Proud's  Ms.  History,  p.  64.     H.  S.  P. 


No  early 

school 

recorded 


Meetings  for 
Negroes 


240 


Early  Qimker  Education  in  Pennsylvania 


Committee 
appointed 
on  Negroes 


Digest  of 

committee's 

report 


On  that  occasion,  there  being  expressed  a  definite  sentiment 
in  favor  of  action,  a  committee  was  appointed  consisting  of 
twenty-two  members  with  permission  for  any  other  Friends 
to  attend  its  deliberations  who  cared  to  do  so.^^  The  date  for 
the  committee  meeting  was  set  by  the  monthly  meeting. 
At  the  subsequent  monthly  meeting,  the  committee  made  its 
first  report,  which  being  acceptable  to  all  was  approved,  and 
further  steps  were  taken  to  secure  immediate  action.  A 
digest  of  the  report  and  proposals  of  the  committee  is  here 
presented.^ 

1.  The  instruction  of  Negro  and  mulatto  children  in  read- 
ing, writing,  arithmetic,  and  other  useful  learning — sewing 
and  knitting,  according  to  their  capacity,  is  to  be  provided. 

2.  The  instruction  is  to  be  under  the  care  of  Friends. 

3.  The  monthly  meeting  to  nominate  a  committee  of 
Friends,  whose  duties  are: 

a.  To  employ  a  suitable  master  or  mistress  for  not 
more  than  thirty  children  at  once. 

h.  To  have  the  charge  of  admitting  pupils  to  the 
school. 

c.  A  subscription  of  £100  a  year  for  three  years  to  be 

promoted. 

d.  To  employ  another  master  or  mistress  if  necessary 

and  ftmds  adequate. 

e.  To  visit  the  school  at  least  once  a  month,  and  to 

observe  the  improvement  and  conduct  of  the 

pupils. 
/.     Rules  to  be  prepared  for  teachers  and  pupils;  pro- 
vision for  attendance  at  religious  services  at  least 

on  Sunday. 
g.     The  committee  to  appoint  a  treasurer  from  its 

number  who  is  to  make  payments  upon  an  order 

signed  by  at  least  four  of  them. 
h.     Four  members  are  sufficient  number  to  transact 

business;    in  difficulties,   they  are  advised  to 

consult  the  monthly  meeting. 


*''Min.  Phila.  Mo.  Mtg.,  2 — 23 — 1770,  376. 
^Ibid.,  3—30—1770,  379- 


Education  of  Negroes  and  Indians 


241 


i.  To  keep  a  record  of  proceedings,  receipts,  and 
expenditures,  and  make  a  report  to  the  meeting 
once  a  year  or  more. 

4.  The  children  of  free  Negroes  and  mulattoes  are  to  be 
given  preferment. 

5.  Tuition  to  be  free  of  any  expense  to  the  parents. 

6.  If  enrolknent  of  such  children  is  not  large  enough,  the 
committee  may  admit  others  according  to  their  judgment. 

Acting  upon  the  recommendations  incorporated  in  the 
report,  a  subscription  paper  was  at  once  prepared,  and  the 
campaign  for  funds  began.**  A  committee  of  the  following 
named  Friends  was  appointed  to  assume  the  direction  of  the 
school  agreeable  to  the  articles  of  the  report,  viz.;  Israel 
Pemberton,  Samuel  Emlen,  James  Pemberton,  Richard 
Blackham,  John  Drinker,  Hugh  Forbes,  and  Edward  Jones.** 
Their  term  of  service  was  stated  as  "until  a  new  nomination 
be  made  by  this  meeting"  and  any  vacancy  occurring  in  the 
meantime  was  to  be  filled  in  the  same  way.**  Only  three 
months  later  (sixth  month)  the  committee  of  seven  reported 
they  had  agreed  with  Moses  Patterson  as  teacher,  hired  a 
house,  and  that  a  number  of  children  were  already  admitted 
for  instruction.*^  In  first  month  of  the  following  year  the  com- 
mittee requested  permission  to  erect  a  school  for  the  use  of 
the  Blacks,  on  the  same  lot  occupied  by  the  almshouse. 
The  request  was  at  once  granted.** 

Though  it  was  originally  stated  that  the  committee  should 
report  once  a  year  to  the  monthly  meeting,  there  was  by  no 
means  a  full  report  recorded  in  the  minutes  each  year.  They 
are  adequate  enough,  however,  to  furnish  some  idea  of  the 
progress  made  with  the  school. 

The  details  of  a  few  reports  will  be  presented.  It  appears 
from  the  records  that  the  committee's  reports  were  always 
made  the  basis  of  judgment  as  to  whether  the  meeting  would 
continue  the  school  or  abandon  it.*^  Fortunately,  the  reports 
were  usually  favorable,  excepting  in  matters  of  financial 
consideration;   in  this  respect  there  was  quite  often  a  short- 


Subscrip- 
tions for 
school^solic- 
ited 


Moses 
Patterson  in 
the  Negro 
school 


Full  yearly 
reports  not 
made 


Reports 
taken  as  a 
measure  of 
the  school's 
success 


"Min.  Phila.  Mo.  Mtg. 

^Ibid. 

"Ibid.,  6-29-1770,  398. 

"/Wd.,  2-28-1777,  438. 


3—30—1770,  379- 

«>Jbid.,  1-25-1771,430. 
w/Wd.,  1-25-1771,430. 


242 


Early  Quaker  Educaiion  in  Pennsylvania 


John 

Houghton 

and 

Anthony 

Benezet 


Financially 
the  school 
was  no  suc- 
cess 


Payments  in 

depreciated 

money 


age.^°  In  the  report  of  the  first  twelve  years  there  is  little 
that  deserves  repetition.  The  school  continued  regularly, 
according  to  statements  made  at  intervals,  and  all  things 
seemed  to  convince  Friends  that  it  was  worthy  of  their  sup- 
port. Let  us  note  the  condition  of  the  school  at  the  end  of 
twelve  years,  1782. 

For  the  five  years  preceding  the  instruction  had  been  under 
the  care  of  John  Houghton,  who,  unfortunately,  had  to  retire 
because  of  failing  health.^^  His  place  was  taken  two  months 
later  by  Anthony  Benezet,  a  teacher  of  great  merit,  and  one 
who  perhaps  had  the  welfare  of  the  Negro  more  at  heart  than 
any  other  man  in  the  colony.^^  At  his  suggestion,  the  school 
was  removed  from  the  house  erected  for  that  purpose  and 
established  in  his  own  home.  Great  tribute  was  paid  to  the 
character  of  the  work  done  by  Houghton,  with  special  refer- 
ence to  his  painstaking  visiting  of  families,  seeking  thus  to 
increase  the  interest  of  parents,  and  ultimately  the  school 
attendance.  It  is  stated  that  during  the  five  years  he  was 
employed,  two  hundred  and  fifty  children  and  grown  persons 
had  entered  the  school.^  The  chief  value  derived,  according 
to  the  committee's  view,  was  the  increased  appreciation 
aroused  among  the  Whites  for  the  Blacks.  They  were  forced 
to  realize  that  the  Negro  had  talents  which  might  be 
developed  as  their  own,  giving  him  an  insight  into  greater 
possibilities  which  were  not  beyond  his  reach. 

The  report  on  the  financial  status  was  not  so  hopeful.  The 
fees  for  the  master,  for  the  years  1779,  1780,  and  1781  were 
eighty,  ninety,  and  one  hundred  pounds  respectively;  in 
addition,  there  was  the  expense  of  odd  jobs  of  work,  wood  for 
winter  use,  and  also  the  item  of  books.^  To  increase 
the  difficulties  arising  from  mere  items  of  expense,  there  was 
introduced  another  factor,  the  payment  to  the  treasurer  of 
paper  money  which  had  greatly  depreciated  in  value  since  it 
was  subscribed.*  The  result  of  the  experiment,  up  to  date, 
financially,  was  a  deficit  of  £74/7/10.  A  part  of  this  amount 
was  covered  by  outstanding  subscriptions,  a  considerable 

*oMin.  Phila.  Mo.  Mtg.  5 — 31 — 1782,  28;  i — 25 — 1793,  184;  3 — 30 — 
1770,  379- 
"/Wd.  6*/Wd.  «/Wd.  ^Ihid. 

*Dewey,  p.  39. 


Education  of  Negroes  and  Indians 


243 


number  of  which  cotild  not  be  collected.®*  The  meeting  was 
appealed  to,  to  make  up  the  deficit  as  usual  by  subscription. 
This  method,  though  commonly  resorted  to,  was  in  most 
places  supplemented  by  special  legacies  left  to  trustees  for 
any  purpose  the  donor  might  designate.**  Legacies  for 
schools  were  particularly  urged  by  the  quarterly  and  yearly 
meetings. 

In  1784  there  seems  to  have  been  but  one  school  for  the 
Blacks,  the  one  taught  by  Benezet.  The  report  stated  that 
there  was  a  decided  need  for  another  one  in  the  near  future; 
in  1786  it  appears  by  answers  to  the  queries  that  the  school 
has  been  added  and  that  both  are  supported  by  the  voluntary 
contributions  of  Friends.*^  The  attendance  problem  was 
evidently  not  yet  solved  satisfactorily;  it  would  perplex  a 
teacher  to-day.  About  one  htmdred  were  under  the  instruc- 
tion of  Benezet  in  1784,  but  only  fifteen  to  thirty-five  gener- 
ally attended.*^  The  progress  of  this  number  in  reading, 
writing,  and  arithmetic  was  deemed  satisfactory,  though  it  was 
admitted  it  might  be  improved  with  more  regular  attendance. 

The  salary  paid  Benezet  at  this  time  was  £100  plus  the  £20 
which  was  allowed  as  the  rent  for  his  dwelling,  which  he  con- 
tinued to  use  as  a  school  house. 

From  1786  two  schools  continued.  In  1790  the  incumbent 
of  the  master's  position  was  Daniel  Britt ;  the  mistress  of  the 
other  was  Sarah  Dougherty.  The  latter  served  only  to  sixth 
month,  1790,  at  which  time  she  was  replaced  by  Elizabeth 
Meccimi  who  later  became  the  wife  of  Daniel  Britt.*^  Though 
there  was  a  very  large  enrollment  at  this  time,  the  actual 
attendance  was  between  eighteen  and  thirty  in  each  of  the 
schools.'"  The  instruction  continued  as  above  stated  and 
was  recognized  on  the  whole  as  satisfactor>',  its  only  failure 
being  due  to  irregular  attendance,  occasioned  by  illiberal 
masters,  who  detained  the  Negroes  in  their  service.  The 
master's  salary  for  the  year,  £100,  was  double  that  paid  to  the 


Legacies 
and  sub- 
scriptions 
used  for 
support 


Irregular 
attendance 


Salary  paid 
Benezet 


Two  Negro 
schools 
imder  Daniel 
Britt,  Sarah 
Dougherty, 
and  Eliza- 
beth 
Meccum 


*Min.  Phila.  Mo.  Mtg.,  3 — 30 — 1770,  379. 
*^Ibid.,  4 — 26 — 1771,  444,  and  21 — 25 — 1772,  145. 
'"Ibid.,  7—28 — 1786,  271. 
*^Ibid.,  I — ^30 — 1784,  128. 
«9/Wd.,  I— 25— 1793,  184. 


244  Early  Quaker  Education  in  Pennsylvania 


School 
receives  gift 
from 
England 


Regular 
attendance 
about  eighty 


Elisha 

Pickering, 

master 


mistress.  Finances  were  generally  in  a  bad  state,  though 
they  had  been  considerably  augmented  by  a  generous  gift  of 
£175  from  England,  and  a  special  donation  by  William 
Craig.'^  In  spite  of  this,  the  committee  was  still  indebted  to 
the  estate  of  Anthony  Benezet  to  the  extent  of  about  £100.* 
These  difficulties  do  not  seem  to  have  been  insuperable,  how- 
ever; the  regular  annual  income  (about  1784)  was  fairly  well 
established,  being  derived  from  the  rental  of  property  and 
grounds.'^ 

Under  the  direction  of  Daniel  Britt  and  his  wife  the  school 
continued  to  progress;  most  gratifying  was  the  increase  of 
the  regular  attendance  to  about  eighty,  which  was  as  large  as 
could  be  conveniently  accommodated  in  the  two  schools." 
The  services  of  Britt  and  his  wife  ceased  in  the  period  from 
1795  to  1798,  the  latter  having  died  and  the  former  being  aged 
and  infirm.  The  master's  place  was  taken  by  Elisha  Picker- 
ing, at  a  salary  now  grown  to  £150  per  year.  That  of  the 
mistress  still  remained  at  the  mark  of  former  years,  £50. 
The  amount  of  annual  rents  had  increased  to  £190/9/11  and 
besides  this  there  was  an  interest  from  £146/7  which  was  a 
part  of  the  bequest  of  Anthony  Benezet.''^  The  annual 
expenditures  were  estimated  at  £230,  which  considerably 
exceeded  the  income.  It  was  customary  to  require  tuition 
for  the  children  whose  masters  were  "bound  by  indenture  to 
give  them  school  learning,"  and  from  this  source  was  eked  out 
the  simi  necessary  to  defray  expenses.''^  There  is  found  no 
statement  in  the  committee's  reports  to  indicate  the  amount 
of  tuition  usually  demanded.  The  following  bill  may  be  of 
interest,  however,  since  it  shows  various  items  of  expenditures 
of  the  school  committee.** 


"Min.  Phila.  Mo.  Mtg.,  i — 25 — 1793,  184. 

*For  an  insight  to  the  real  value  of  the  money  see  note  p.  212  of  this 
work;    also  Dewey,  p.  39. 
™/6*d.,  2-23,1798,  149. 

•'^Ibid. 

**Ms.  Minutes  of  the  Committee  on  Negro  Education,  I,  19;  other 
expenditures  mentioned  are  for  copy  books,  ciphering  books,  child's 
spelling  books,  lessons  for  youth,  writing  paper,  red  blotting  paper, 
slates,  quills,  ink,  tutors'  assistants,  Cheap  Repository,  4  volumes,  and 
one  set  Murray's  Introduction,  I,  138. 


Education  of  Negroes  and  Indians  245 

Committee  of  education,  to  Othneil  Alsop,  Dr. 

1797    9~23.     Cash  advance  to  Bustill $  10.00 

9-30.     Paid  J.  Schaeffer  for  4  benches  for  North  Liberties 

School 3.50 

24  printed  alphabets .27 

6  spelling  books i  .50 

10-2.     Paid  A.  Williams  quarter's  salary 25.00 

10-28.     Advanced  Cyrus  BustiU 10.00 

1 1-6.     Two  cords  of  wood,  hauling,  etc 12.35 

Total $62.62 


From  available  records  it  is  impossible  to  give  more  than 
an  elementary  knowledge  of  how  the  school  was  run.  Nothing 
is  found  concerning  the  inner  organization.  We  can  know  its 
purposes,  its  means  at  command  for  attaining  them,  and 
approximately  the  nimiber  of  children  it  was  able  to  reach. 
The  length  of  school  term  is  not  quite  clear;  it  seems  evident 
that  there  were  summer  and  winter  sessions,  how  long  we  do 
not  know,  and  that  there  was  scarecely  any  interruption  of 
their  continuity.  Occurrences  which  caused  an  interruption 
of  the  session  usually  were  commented  on  in  the  committee's 
reports.'^^  A  summary  of  the  report  showing  the  status  of  the 
schools  in  1800  is  given  below."  At  that  time  they  were 
tmder  the  direction  of  committees  of  the  northern,  central, 
and  southern  districts. 

1.  Benjamin  Mears,  master  at  $500  a  year;  Elizabeth 
Meccum,  mistress  at  £50  per  year. 

2.  Schools  have  been  kept  open  throughout  the  year 
1798-99  with  the  exception  of  twelve  weeks  on  account  of 
sickness. 

3.  The  attendance,  from  seventy  to  eighty  day  scholars, 
winter  and  autumn. 

4.  Some  applicants  for  admission  have  been  refused 
because  of  a  lack  of  room;   room  enough  for  all  in  summer. 

5.  Finance: 

a.  Total  bequest  of  Anthony  Benezet,  plus  that  which 
was  owing  to  him  at  the  time  of  his  death,  makes  an 
income  of £193  /4 


Summer  and 

winter 

sessions 


Status  of 
Negro 
schools  in 
1800 


^•Min.  Phila.  Mo.  Mtg.,  11— 28— 1800,  300;  Ibid.,  2^3—1798,  149. 
■"Ibid. 


Not  enough 
Negroes  for 
a  separate 
school 


Negro 
education 
usually 
delegated  to 
a  committee 


246  Early  Qunker  Education  in  Pennsylvania 

h.     Annual  amount  of  donations  from  other 

sources £117/5/11 

Total    £220/9/11 

In  hands  of  treasurer £      8/12/6 

For  two  reasons  it  has  been  thought  advisable  to  present 
as  fully  as  possible  the  situation  in  regard  to  the  Negro's 
education  in  Philadelphia.  First,  they  were  present  in 
Philadelphia  in  so  considerable  ntmibers  that  it  necessitated 
a  complete  organization  on  the  part  of  the  society  if  any  aid 
was  to  be  offered;  second,  the  method  of  dealing  with  them 
was  closely  followed  in  other  localities,  in  case  there  were 
sufficient  numbers  to  warrant  it.  The  activity  of  other 
monthly  meetings  in  this  question  of  oversight  and  education 
of  the  Negro  will  be  touched  upon  briefly. 

As  was  above  suggested,  and  will  be  shown  more  explicitly 
hereinafter,  there  were  many  of  the  country  districts  where 
the  Negro  problem  scarcely  existed.''^  In  many  others 
the  number  of  the  race  was  so  small  that  a  separate  school  was 
entirely  out  of  the  question;  but  more  was  needed  than  the 
mere  presence  of  a  White  school,  to  make  certain  that  they 
received  even  the  rudiments  of  an  education.  A  constant 
readjustment  of  the  general  ideal  of  attitude  toward  them 
was  necessary  for  each  individual  community.  The  details 
of  information  concerning  the  work  of  each  meeting  was 
interesting  enough,  but  perhaps  it  will  be  more  instructive  to 
point  out  and  illustrate  the  general  characteristics  which 
applied  to  most,  or  at  least  a  large  number  of  them. 

As  a  general  rule,  if  Negro  inhabitants  were  numerous,  a 
committee  was  delegated  to  the  service  of  their  care  and 
education.'^  In  som.e  places  this  was  made  a  standing  com- 
mittee having  specified  duties ;  in  others,  the  committees  were 
appointed  only  to  investigate  conditions  and  make  a  report, 
so  that  fiuther  action  might  be  taken  by  the  meeting.  It 
may  be  well  to  note  the  iy^e  of  this  service  which  the  commit- 

'^Min.  Exeter  Mo.  Mtg.,  7 — 26 — 1764,  519. 

"Min.  Uwchlan  Mo.  Mtg.,  9 — 9 — 1779,  65;  Min.  Sadsbury  Mo., 
Mtg.,  7— 17— 1782,  340. 


Education  of  Negroes  and  Indians 


247 


tees  were  required  to  perform.  The  duties,  performed  by  the 
two  kinds  of  committees,  were  but  slightly  differentiated ;  the 
chief  difference  lay  in  the  length  of  the  term  of  service. 

The  first  task  for  them  was  to  actually  visit  the  Negro 
families  within  the  compass  of  the  particular  meeting  ;*"  the 
second,  to  determine  as  exactly  as  possible  the  economic  status 
of  the  home;*^  the  third,  to  ascertain  the  nimiber  of  children 
.capable  of  receiving  schooUng;  ^fourth,  to  inform  themselves 
as  to  the  attitude  of  the  parents  towards  their  children's  edu- 
cation;^ fifth,  to  deal  with  members  of  Friends  who  possessed 
slaves  or  paid  servants,  endeavoring  to  point  out  to  them  the 
obligation  for  their  education,  and  also  for  their  freedom;" 
sixth,  to  inform  themselves  as  to  the  occupation  pursued  by  the 
Negroes,  if  any;^  and  finally,  to  make  a  report  of  conditions, 
in  such  shape  that  it  might  be  transmitted  to  the  quarterly 
meeting,  and  outline  the  plan  of  procedure,  according  to  the 
demands  of  the  situation.*  From  such  a  range  of  informa- 
tion, considering  the  characteristic  thoroughness  of  the 
people,  it  must  be  inferred  that  they  were  able  to  understand 
the  needs,  which  is  always  a  first  requisite  for  their  satisfac- 
tion. Moreover,  the  knowledge  that  the  quarterly  meetings 
demanded  written  statements  of  what  they  had  done  always 
worked  to  facilitate  prompt  action  as  soon  as  the  situation 
was  defined.  Rather  late  in  the  century,  1779,  the  yearly 
meeting  became  insistent  as  to  the  treatment  of  those  who 
held  slaves,  though  the  punishment  for  failure  to  educate 
them  was  not  so  drastic.  Extracts  sent  to  the  meetings  in 
that  year  required  that  all  members  holding  slaves  should  be 
disowned.*'  Instances  where  this  punishment  was  used  are 
not  wanting.^* 

The  financial  burden  of  Negro  education  usually  fell  on  the 
local  meeting.     Those  owning  slaves  were  required  to  pay  for 


"Min.  Uwchlan  Mo.  Mtg.,  9 — 9 — 1779,  65f. 
"/Wd. 

"Min.  Deercreek  Mo.  Mtg.,  7 — 24 — 1779,  304. 
^Ibid.,  II — 23 — 1776,  274. 
^Ibid. 

*»Min.  Sadsbury  Mo.  Mtg.,  7— 17— 1782,  340. 
*«Min.  Chester  Mo.  Mtg.,  10 — 25 — 1779,  31. 

s^xtracts,  Buckingham  Mo.  Mtg.,  12 — 6 — 1779,  202 ;    (this  was  a  part 
of  the  discipline). 

**/&td.,  12 — 6 — 1762,  107. 


Seven  duties 
for  the  com- 
mittees to 
perform 


Early  Quaker  Education  in  Pennsylvania 


Support 
similar  to 
that  of  other 
schools 


Negro  edu- 
cation at 
Exeter 


Radnor 


No  early 
mention  of 
their  school- 
ing at  Radnor 


their  education,  but  when  they  became  free,  as  most  of  them 
did  by  the  time  of  the  Revolution,  it  was  impossible  for  them 
to  pay  for  themselves.  This  burden,  which  the  society 
assumed,  was  usually  met :  (i)  by  subscription,^^  (2)  by  special 
legacies,  and  (3)  by  income  from  investments  in  property. 
In  the  smaller  localities,  the  first  was  the  predominate  means ; 
in  the  larger,  such  as  Philadelphia,  a  larger  proportion  was 
derived  from  the  second  and  third,  ^^  though  the  first  was 
common  to  all. 

The  situation  at  Exeter  Monthly  Meeting  seems  to  have 
been  well  disposed  of,  if  one  may  judge  by  the  brevity  of  their 
annals.  Writing,  1764,  in  answer  to  an  inquiry  on  the  part 
of  Philadelphia  Quarterly  Meeting,  to  which  they  belonged, 
they  report: 

But  one  negro  amongst  us,  who  has  sufficient  food  and  raiment,  but 
his  religious  education  is  still  neglected,  which  is  now  under  notice.'^ 

In  1758  they  had  reported  two  Negroes  only,  and  with 
substantially  the  same  comments.  ^^  The  report  may  either 
mean  they  had  no  problem  at  the  outset,  or  that  they  were 
remarkably  successful  in  their  attempt  to  solve  it. 

Radnor  Monthly  Meeting  reported  in  1756  that  they  were 
clear  with  respect  to  buying,  importing,  disposing  of,  or 
holding  slaves, ^^  and  continued  substantially  the  same  report 
until  1768.^^  They  were  all,  according  to  reports,  well 
fed  and  clothed  and  many  attended  meetings, ^^  but  no  state- 
ment is  made  at  that  early  date  concerning  any  attempt  to 
educate  them.  From  sundry  reports  after  1768  it  seems 
necessary  to  assume  that  the  earlier  reports  were  not  entirely 
accurate  in  stating  that  the  meeting  was  "clear"  of  slaves. 
Without  this  assumption,  it  is  difficult  to  understand  the  great 
increase  in  the  cases  of  discipline  for  that  offense.  This 
increase  was  doubtless  due  to  a  closer  scrutiny  of  the  Negro 
question  than  had  been  formerly  customary. 


s'Min.  Uwchlan  Mo.  Mtg.,  9 — 9 — 1779,  65f. 
soCf.  Report  on  Philadelphia,  pp.  68f. 
9iMin.  Exeter  Mo.  Mtg.,  7 — 26 — 1764,  519. 
^Ibid.,  10 — 26 — 1758,  301. 
"Min.  Radnor  Mo.  Mtg.,  10 — 12 — 1756,  287. 

»*Ibid.,  1 — II — 1757,300;   4 — 10 — 1759,28;  6 — 8 — 1764,54;  7 — 8 — 
1766,  139. 
^Ibid.,  7 — 8 — 1766,  139. 


Education  of  Negroes  and  Indians 


249 


Beginning  with  1768,  there  were  several  cases  reported  of 
dealing  in  slaves,  either  buying,  selling,  or  holding.  First, 
there  was  "one  slave  sold,"^  and  two  years  later  the  records 
state  "none  imported  but  some  purchased  and  some  sold 
since  last  account."^  It  was  further  admitted  (1770)  that 
"nothing  has  yet  been  done  by  us  in  visiting  those  who  hold 
slaves, "^^  but  a  few  years  later  (1776)  there  is  ample  evidence 
cited  that  they  attended  to  each  individual  case;  there  are 
several  instances  where  expulsion  from  the  society  was 
threatened, ^^  and  actually  carried  into  execution. ^°°  In  1778 
the  committee  on  slaves  reported:  (i)  they  had  visited  all 
members  holding  slaves,  (2)  obtained  manumissions  from 
David  Harvard  for  two  slaves,  (3)  Anthony  Tunnis  also 
released  a  slave,  and  (4)  mentioned  two  other  cases  for  con- 
sideration— (a)  that  of  John  Harvard,  holding  one  slave  though 
he  admits  it  to  be  wrong,  and  (6)  that  of  Samuel  Harvard  who 
refuses  to  set  free  a  Negro  man  aged  forty,  though  he  con- 
demns the  slaveholding  practice. ^°^  In  1780  the  meeting 
reported  none  imported,  sold,  or  purchased,  and  almost  none 
held,^^  and  by  1790  even  the  latter  had  disappeared.^*'' 

There  was  at  this  time  constant  oversight  of  the  freed 
Negroes  and  some  of  the  children  were  given  the  opportunity 
of  schooling  without  charge  to  the  parents.^"* 

Negro  slavery  flourished  early  in  Bucks  County,^"^  and 
still  continued  to  persist  until  after  the  abolition  in  1780,^°^ 
which  resulted  in  a  gradual  diminution  of  slavery  throughout 
the  state.  A  little  later  we  shall  notice  the  distribution  of 
slaves  as  indicated  by  the  registration  which  was  required  by 
the  law  in  1782.*"' 

The  presence  of  Negroes  in  the  compass  of  Middletown  is 
first  made  known  through  the  record  of  1703  which  stated 


"•Min.  Radnor  Mo.  Mtg.,  7 — 12 — 1768,  209. 
"Ibid.,  7 — 10 — 1770,  286. 

>*Ibid.,  10 — 8 — 1776,  102;    8 — 13 — 1779,  171;    II — 12 — 1779,  179. 
""/Wd.,  12 — 10 — 1778,  145. 
">/Wd.,  II — 13 — 1778,  140. 
i"/6td.,  7— I— 1780,  198. 
^^Ihid.,  7 — 13 — 1790,  7. 

»»See  p.  228flf.;  also  Davis,  Hist.  Bucks  Co.,  II,  294. 
^^Col.  Rec.  XII,  99.  '"'Davis,  Hist.,  II,  297. 


Report  of 
committee 
on  slaves 


Some 
schooled 
without 
charge 


Slavery  in 

Bucks 

Cotmty 


2  5© 


Early  Quaker  Education  in  Pennsylvania 


Slaves 

mentioned  at 
Middletown 
1703 


No  slaves 
held;  the 
children 
schooled 


Buckingham 


Negro  to  be 
educated 
and  given 
religious  in- 
struction 

No  evidence 
of  separate 
Negro  school 


that  Robert  Heaton  and  Thomas  Stackpole  were  appointed  to 
fence  off  a  portion  of  the  ground  to  bury  Negroes  in.^*^^  The 
first  reference  to  their  liberation  (other  than  by  death)  is  the 
case  of  Jeremiah  Langhome,  who  in  1742  freed  all  of  his 
Negroes,  the  entire  number  being  about  thirty  or  forty.^"' 
Just  how  frequently  such  liberations  occurred  and  how 
generally  they  were  participated  in  by  Friends  is  not  accur- 
ately ascertainable  from  the  records,  but  by  the  year  1782 
just  following  the  stringent  abolition  act  we  have  the  follow- 
ing report: 

We  have  none  to  charge  with  buying  or  holding  slaves,  and  care  is 
taken  to  give  the  young  ones  learning  and  some  care  has  been  taken  to 
encourage  them  in  a  religious  and  virtuous  life."" 

In  1783  a  similar  report  issued  from  the  monthly  meeting, 
stating  that  a  noteworthy  care  was  evident  among  them  for 
the  Negroes,  both  old  and  young,  but  that  a  more  consider- 
able care  was  necessary  to  be  taken  in  regard  to  their  edu- 
cation."^ 

In  1759  Buckingham  Meeting  appointed  John  Ely  and 
Isaac  Pickering  to  speak  with  one  of  their  members  who  had 
purchased  slaves."^  This  was  done  because  it  was  a  conflict 
with  the  discipline.  The  burden  of  their  advice  is  that  he 
should  bring  up  the  young  Negroes  in  useful  learning  and 
Christianity,  and  later  set  them  free  if  they  desired  it.  There 
is  nothing  further  to  indicate  the  nature  of  the  education,  and 
since  there  is  no  evidence  of  a  school  for  them,  it  was  probably 
in  their  homes  or  in  connection  with  the  White  schools.  No 
other  references  are  found  which  point  to  any  progress  until 
1778  when  the  meeting  appointed  Thomas  Watson  and  Oliver 
Paxson  to  advise  and  assist  the  free  Negroes  in  their  religious 
duties  and  also  in  regard  to  their  school  education."^  This 
appointment  was  made  in  accordance  with  the  more  stringent 
regulations  which  were  given  out  by  the  quarterly  and  yearly 
meetings  in  1777."*    These  regulations  requested  only  that 

lo^Davis,  Hist.,  II,  295. 

""Min.  Middletown  Mo.  Mtg.,  8 — i — 1782,  535. 

i"76td.,  8—7—1783,  557. 

""Extracts,  Min.  Buckingham  Mo.  Mtg.,  12 — 6 — 1762,  p.  107. 

^^Ubid.,   II— 2— 1778,  181. 

"*Min.  Bucks  Q.  Mtg.,  8 — 28 — 1777,  29. 


Education  of  Negores  and  Indians 


251 


committee  be  appointed  to  look  into  the  status  of  the  Negroes 
and  seek  to  better  their  conditions,  but  the  one  next  following, 
1779,  required  those  holding  slaves  to  be  disowned."^ 

The  records  of  Bucks  Quarterly  Meeting  are  in  very  sub- 
stantial agreement  with  those  of  the  individual  meetings, 
Falls,  Wrightstown,  Middletown  and  Buckingham,  which 
constituted  it."®  The  question  of  the  rightfulness  of  buying 
or  owning  slaves  seems  to  have  come  first  to  a  conscious 
consideration  about  1730,  when  it  was  debated  in  the  meet- 
ing."^ They  were  imable  to  come  to  a  decision  in  the  matter 
and  accordingly  referred  it  back  to  the  yearly  meeting."^ 
Though  unsuccessful  in  debating  the  question  satisfactorily, 
their  practical  success  seems  to  have  been  very  commendable, 
for  in  1766  there  is  reported  only  one  Negro  purchased  lately 
throughout  the  quarter."^  This  does  not  mean  that  no 
Negroes  were  held,  for  as  will  be  shown  later  there  were  many 
in  that  region;  it  does  mean,  however,  that  their  control  of 
any  increase  in  slaves  was  very  satisfactory  to  the  yearly 
meeting's  demands.  By  1772  the  record  has  still  been 
greatly  improved,  as  they  report : 

clear  of  importing  or  buying  negroes  as  far  as  appears,  but  their 
religious  education  is  not  so  strictly  attended  to  as  the  import  of  the 
query  seems  to  require."' 

Though  all  indications  are  to  the  effect  that  slave  purchas- 
ing was  near  the  minimum,  the  meetings  were  clearly  not 
satisfied.  Committees  were  at  all  times  kept  by  both  the 
quarterly  and  monthly  meetings,^*  to  visit  with  those  who 
held  slaves  to  persuade  them  to  give  them  their  freedom. 
The  committee  for  this  service  in  the  quarterly  meeting 
reported  in  1777: 

We  of  the  committee  appointed  by  the  quarterly  meeting  in  order  to 
treat  with  our  members  who  hold  their  fellowmen  in  bondage,  in  connec- 
tion with  the  several  meetings  committees,  now  report  that  there  has 
been  considerable  time  spent  in  laboring  with  them  in  order  to  convince 


"*Min.  Buckingham  Mo.  Mtg.,  12 — 6 — 1779,  202. 
"«Min.  Bucks  Q.  Mtg.,  2  vols.,  1684-1804.     Newtown  First  Nat'l 
Bank. 

^"Ibid.,  6 — 27 — 1730. 

"«/frtd.,  8—28—1766. 

"o/Wd.,  8—27—1772.  «i/Wd.,  8—28—1777,  29- 


Slave  hold- 
ing debated 
in  meeting 


Report  of 
committee 
on  slaves 


252 


Early  Quaker  Education  in  Pennsylvania 


Meetings 
set  up  for 
Negroes 


No  mention 
made  of 
separate 
school 


Social 
approval 
given  those 
who  freed 
slaves 


them  of  the  evil  of  the  practice,  which  labors  of  love  have  been  by  some 
kindly  received,  and  they  have  complied  so  far  as  to  give  those  they  had 
in  bondage  their  liberty  by  instruments  of  writing  ....  but  there 
are  others  who  still  persist  in  holding  them  as  slaves,  notwithstanding 
the  repeated  care  and  labor  of  Friends  extended  towards  them.i^* 

The  next  report  made  in  the  eleventh  month  of  the  year  is 
substantially  the  same,  several  slaves  having  been  "manu- 
mitted or  set  free,"  and,  also,  the  defiant  attitude  being  still 
present  among  some  members. ^^^  The  similarity  of  these 
reports  continues  till  the  very  last  years  of  the  century,  with 
however  a  few  additions.  At  some  time  prior  to  1795,  not 
more  than  three  years,  there  were  established  meetings  for 
Negroes  which  were  held  at  stated  times,  always  under  the 
direction  of  Friends. ^^^  In  1799  the  quarterly  meeting  was 
able  to  report  "no  slaves  among  us"  and  that  "some  care"  is 
extended  to  those  set  free.^^^ 

Very  early,  the  meetings  were  urged  to  give  their  attention 
to  the  religious  and  school  education  of  the  negroes  that  were 
in  their  possession, ^*^  but  a  majority  of  the  reports  from 
meetings  are  to  the  effect  that  this  did  not  receive  satisfactory 
attention. ^^  No  evidence  remains  in  any  records  to  show 
that  there  was  a  separate  school  ever  established  for  Negroes, 
and  it  is  quite  possible  that  there  never  was  during  the  i8th 
century.  The  demands  transmitted  through  Bucks  Quar- 
terly were  not  so  strictly  enforced  in  regard  to  education  as 
in  regard  to  liberation,  and  it  is  more  than  probable  that  it 
was  in  most  cases  determined  by  the  individual  conscience 
than  by  the  group.  In  regard  to  forcing  liberation  by  public 
opinion,  there  are  many  examples  where  individuals  were 
singled  out  and  threatened  with  ejection  from  the  society  if 
they  refused  their  slaves  freedom, ^^*  but  there  are  few  refer- 
ences to  such  action  taken  for  failure  to  educate  them ;  there 
are,  however,  occasional  ones  mentioned.  Most  references  to 
their  education  were  in  the  nature  of  advice,  which  doubtless 
was  followed  in  many  cases,^^^  and  disregarded  in  many  more. 


i22Min.  Bucks  Q.  Mtg.,  8 — 28 — 1777, 29.         ^^Ibid.,  1 1 — 27 — 1777,  33. 
^^*Ibid.,  8—27—1795.  ^^Ubid.,  2—28—1799,  289. 

i26Min.  Falls  Mo.  Mtg.,  2 — 2 — 1757.  Ibid.,  2 — 7 — 1758. 

^^Ubid.,  8-7-1771,  86;    8 — 5 — 1772,   105;   9 — 6 — 1780,  275;   8 — 6 — 
1783,  350. 
^^Ibid.,  8 — I — 1 78 1,  301;    3 — 2 — 1763;    2 — 4 — 1767;    7 — 2 — 1769. 
J2»Min  Buckingham  Mo.  Mtg.,  11 — 2 — 1778;  181;   8 — 1762,  107. 


Education  of  Negroes  and  Indians 


253 


In  spite  of  the  continuous  exertions  of  the  Friends'  meetings 
to  keep  down  the  niunber  of  slaves  purchased,  and  to  increase 
the  number  of  liberations  among  those  already  possessed  by 
their  members,  it  appears  from  an  investigation  of  the  matter 
made  by  Davis,  that  almost  one-third  of  the  total  number  of 
slaves  in  1782  (Bucks  County)  were  to  be  found  in  the  town- 
ships Falls,  Middletown,  Lower  and  Upper  Makefield,  Bristol 
and  Wrightstown,  where  the  Quakers  were  most  nirnierous."" 
The  entire  number  of  slaves  registered  in  1782  was  five 
himdred  and  twenty,  and  this  may  be  regarded  as  fairly 
accurate  since  failiu^e  to  register  them  meant  the  loss  of  the 
slave."^  The  ntmiber  registered  in  the  townships  where 
Baptists  and  Presbyterians  were  settled,  Warwick,  Warring- 
ton, New  Britain,  Newtown  and  Bedminster,  was  very  small, 
while  the  German  districts  registered  but  thirty-two.^** 

The  meetings  constituting  Western  Quarterly  Meeting 
(Chester  County),  Kennett,  London  Grove,  and  New  Garden 
have  very  meagre  references  to  slaves  or  slave  holding  up  to 
about  1770.  One  of  the  m.onthly  meetings,  London  Grove, 
was  not  established  imtil  1792,^^  and  between  that  date  and 
1800  made  no  reports  of  any  consequence. 

In  1770  Kennett  Meeting's  committee  performed  a  general 
visit  to  all  possessed  of  slaves  and  found  there  was  not  the 
desired  wilHngness  to  manumit  them  which  they  had  ex- 
pected.^" From  the  report  made  seven  years  later,  we  must 
judge  the  situation  had  not  changed  very  considerably  since 
we  find  one  member  signified  to  them  that  he  did  not  incline 
to  release  his  Negroes  from  bondage,  nor  did  he  know  that 
ever  he  should.**^ 

It  does  not,  however,  seem  that  the  occasional  stubborn 
brother  had  a  discouraging  effect  on  the  rest  of  the  meeting. 
In  1779  the  records  stated. 

It  is  desired  that  Friends  attend  to  the  circtunstances  and  the  sitioation 
of  such  negroes  as  have  been  set  free,  that  we  may  fully  discharge  our 
duty  to  them,  by  endeavoring  to  instruct  them,  both  for  their  spiritual 
and  temporal  good.     .     .     .^^ 

""Davis,  Hist.  Bucks  Co.,  II,  297. 

^^Uhid.,  296.  i»7ft«/.,  297. 

»»*Min.  London  Mo.  Mtg.  1792,  I  (deposited  at  L.  G.  Mtg.). 

i"Min.  Kennett  Mo.  Mtg.,  8— 16— 1770— 439- 

^^Ihid.,  10— 16— 1777,  619.  i»/Wd.,  I— 14— 1779,  658. 


Registration 
of  1782 
showed 
large  pro- 
portion of 
slaves  in 
Quaker 
townships 


Early 
records  of 
slave  holding 
meagre 


Visit  per- 
formed to 
all  salve 
holders 


254 


Early  Quaker  Education  in  Pennsylvania 


New  Garden 


Most 
Negroes 
reported 
able  to 
read  and 
write 


Uwchlan 


A  committee  of  three  men  was  immediately  appointed  to 
perform  the  service.  This  work  with  committees  continued 
constantly,  with  the  result  that  nine  years  later  (1889)  the 
meeting  reported  "none  held  as  slaves  amongst  us"  and  that 
attention  was  given  to  education. ^^^  The  registration  of  1780 
showed  only  three  held  as  slaves  in  the  whole  township. ^^^ 

In  New  Garden  attention  was  early  called  to  the  Negroes,  ^^* 
and  a  committee  appointed  then,  reported  in  1781  that  most 
of  them  were  living  among  Friends  and  were  generally  well 
provided  for.^^"  That  committee  was  released,  ^*^  and  a  new 
one  reported  in  1785  the  following  state  of  affairs: 

We  have  paid  some  attention  to  the  case  of  free  negroes,  and  find 
there  are  but  few  amongst  us,  most  of  whom  we  have  visited  where  they 
reside.  .  .  .  They  are  generally  well  provided  for  with  the  neces- 
saries of  life  and  some  care  taken  of  their  religious  education,  in  which 
we  believe  there  may  be  an  improvement.  We  also  inspected  their 
school  education  and  find  most  of  them  can  read  and  some  write.  ^*^ 

In  1789  one  case  of  holding  a  slave  came  before  the  meeting, 
but  at  its  direction  a  writ  of  manttmission  was  immediately 
secured  for  the  same.^*^  The  registration  in  1780  for  New 
Garden  township  returned  one  slave  only,  held  by  a  Scotch- 
man. ^^^ 

Uwchlan  Monthly  Meeting  (Cain  Quarterly),  as  early  as 
1765,  received  a  report  from  a  delegation  sent  from  the  quar- 
terly meeting  stating  it  as  their  opinion  that  Friends  ought  to 
inspect  into  the  care  which  Friends  who  had  Negroes,  extended 
toward  them  with  regard  to  their  education. ^^^  A  committee 
was  accordingly  appointed  by  the  monthly  meeting  to  serve 
in  that  capacity.  How  considerable  was  their  activity  in 
the  interval  elapsing  between  their  appointment  and  their 
first  formal  report  of  conditions  which  was  returned  to  the 
meeting  in  1779,  one  cannot  judge  accurately.  We  may 
judge  from  the  report  above  mentioned  that  there  was  no 


"'Min.  Kennett  Mo.  Mtg.,  8— 14— 1788,  887. 
"^Futhey  and  Cope,  424. 

''»Min.   New  Garden  Mo.  Mtg.,   12 — 5 — 1778,  419  (committee  had 
been  appointed  in  1774). 
""/fetd.,  5— 5— 1 78 1,  108. 
^*^Ibid.,  9 — I — 1 78 1,  119. 

^^Ibid.,  8—6—1785,  256.  i«/Wd.,  9—5—1789,  419. 

i^'Futhey  and  Cope,  Hist,  of  Chester  Co.,  424. 
i^Min.  Uwchlan  Mo.  Mtg.,  3 — i — 1765,  66. 


Education  of  Negroes  and  Indians 


255 


Negro  school,  for  that  race  alone;  it  was  perhaps  not  de- 
manded by  the  ntimbers  who  would  have  been  eHgible.^**  It 
appears  the  committee  had  visited  all  (Wilmington  excepted) 
who  had  been  freed,  and  found  all  generally  in  a  very  satisfac- 
tory state.  Some  are  reported  not  able  to  give  their  children 
schooling,  and  for  them  aid  is  soHcited;"^  for  others  advice  is 
requested  to  guide  them  in  their  outward  affairs.  The  direc- 
tion of  the  Negroes'  education,  as  nearly  as  can  be  made  out, 
was  of  the  most  practical  nature,  laying  emphasis  on  the 
industrial  side,  at  that  time  an  apprentice  type  of  education.'** 
The  interest  in  the  apprentice  did  not  stop  as  soon  as  he  was 
placed,  but  continued,  for  it  was  customary  to  place  him 
with  Friends,  if  possible,  and  the  member  of  Friends  was 
responsible  to  his  meeting  for  the  fulfilment  of  his  contract 
with  the  apprenticed.  The  following  extract  from  the  Middle- 
town  records  will  serve  to  show  the  general  regulation  by 
which  the  apprenticing  was  carried  on  among  members  of 
the  society. 

.  .  .  and  his  sonnes  giving  security  to  the  orphans  court,  and  to 
pay  interest  for  the  money  that  belongs  to  the  said  ....  ever 
since  the  time  it  became  due,  and  also  the  said  Thomas  do  abide  at 
Robert  Heaton's  house  for  his  table  and  to  be  kept  to  school  for  a  year, 
or  so  long  as  the  Meeting  may  think  fit."' 

Sadsbury,  1782,  reported  they  had  visited  the  free  Negroes, 
who  were  situated  nearly  as  before.'^''  No  statement  was 
given  of  the  entire  nimiber  within  this  locaHty,  but  five  were 
listed  as  having  no  trade. '^'  It  appears,  however,  in  spite  of 
that  fact,  they  were  not  dependent  on  the  community  for 
support.  One  woman  owned  a  house  and  lot,  "her  own  pur- 
chase"; a  man  with  family  rented  a  small  tenement ;  and  the 
other  three  worked  as  common  laborers.*** 

The  Bradford  minutes  (also  of  Cain  Quarterly)  devote 
almost  no  space  to  the  status  of  the  Negro  in  their  vicinity. 


No  Negro 
school 


Aid  solicited 
to  school 
poor 
Negroes 


Sadsbury 
report  on 
situation 
of  Negroes 


i*«Min.  Uwchlan  Mo.  Mtg.,  9 — 9 — 1779,  65f. 
^«Ibid. 

"»Min.  Middletown  Mo.  Mtg.,  1—7— 1699,  113. 
""Min.  Sadsbiuy  Mo.  Mtg.,  7— 17— 1782,  340. 


25  6 


Early  Qimker  Edtication  in  Pennsylvania 


Bradford 
reported  few 
slaves 


Concord 
Quarterly 


Poor 

Negroes  to 
be  put  to 
trades 


Negroes 
sent  to 
books  sent 
among  them 


Concord 


8  children 
reported  of 
school  age 
but  not  in 
school 


Goshen 


This  may  have  been  because  there  were  few  slaves  there.  At 
the  registration  of  slaves,  compelled  by  law  in  1780,^^  the 
townships  of  East  and  West  Bradford  returned  none  what- 
ever.^" 

In  the  discussion  of  Concord  Quarterly  there  will  be 
material  presented  from  Chester,  Concord  and  Goshen.  In 
1779  Chester  Monthly  Meeting  reported  they  had  made  a 
visit  to  all  freed  Negroes,  of  whom  it  was  said,  some  were 
quite  poor  and  unable  to  school  their  children.^*®  The 
visiting  committee  recommended  that  the  poor  should  be 
put  out  to  trades  and  given  schooling,  and  suggested 
that  a  subscription  should  be  raised  for  that  piupose.  The 
meeting  was  heartily  in  favor  of  this  and  at  once  appointed 
a  committee  to  look  after  the  subscriptions  and  their 
application.^^  Two  years  later  (1781)  after  a  similar 
visitation  by  committee,  it  was  reported  that  they  had 
been  advised  of  their  temporal  and  reUgious  duties,  many 
sent  to  school  and  books  distributed  among  them.^^'  At 
these  dates  no  special  schools  for  Negroes  were  mentioned, 
and  the  date  of  their  establishment  is  not  found,  but  in  1785 
the  report  of  the  committee  on  Negroes,  requesting  a  new 
subscription  for  supporting  Negro  schools,  indicated  that 
there  were  special  schools  established  for  them.^^* 

The  situation  at  Concord  Meeting  was  very  similar  to  that 
of  Chester,  as  appears  by  their  report  of  1779.  Following  the 
customary  visitation,  it  was  stated  that  the  visit  was  satis- 
factory in  many  places,  but  in  some  families  were  found  small 
children,  eight  of  whom  were  of  school  age,  but  whose  parents 
were  tmable  to  school  them.^^^  The  meeting  was  asked  to 
give  its  attention  to  the  matter,  but  nothing  was  found  in  the 
minutes  to  indicate  what  they  did  further  to  remedy  the 
matter. 

The  Goshen  Meeting  seems  from  its  answers  to  the  queries 
in  1756  to  be  in  a  very  satisfactory  state  with  regard  to  slave- 


^^Col.  Rec,  XII,  99;  Laws  of  Pa.,  Ill,  268-272. 

'"Futhey  and  Cope,  424. 

i"Min.  Chester  Mo.  Mtg.,  10 — 25 — 1779,  31. 

^"Ibid.,  7 — 30 — 1 78 1,  73f. 
"«/fctd.,  9—23—1785.  177- 
"»Min.  Concord  Mo.  Mtg.,  6 — 9 — 1779,  86. 


Education  of  Negroes  and  Indians 


257 


holding,  "none  having  been  purchased  of  late  years,"  though 
they  consider  they  are  not  careful  enough  in  educating  them 
in  Christian  principles. ^^°  They  were,  however,  careful  to 
deal  individually  with  those  few  who  were  engaged  in  any 
manner  in  holding  slaves  in  bondage.^'^  In  1758  the  record 
stated : 

Those  few  negroes  amongst  us  we  believe  are  provided  with  a  suffi- 
ciency of  food  and  clothing,  but  doubt  some  are  too  careless  in  affording 
them  religious  instruction.!"* 

Four  years  later  conditions  were  somewhat  improved,  and 
their  report  stated : 

No  purchase  since  our  last  account  that  we  know  of.  Those  amongst 
us  who  keep  negro  slaves,  we  believe  afford  them  a  sufficiency  of  food 
and  clothing  and  endeavors  are  used  with  some  to  learn  them  to  read.^" 

If  we  read  a  little  further  the  records  for  the  same  year,  we 
are  informed  that  some  were  sent  to  school,  supposedly  to  a 
"White  school"  due  to  the  small  number  of  Negroes  among 
Friends.^"  From  the  above  references,  then,  taken  in  con- 
nection with  one  of  the  second  month,  1764,  we  are  led  to 
infer  that  the  education  of  the  Negroes  under  Friends'  care  was 
carried  on  in  a  school  and  not  in  the  home,  tmder  individual 
instructors,  whoever  might  be  able  to  do  it.  The  reference 
of  1764  stated  "some  are  sent  to  school  to  learn  to  read."*^ 

Simultaneously  with  this  care  in  their  education,  the  meet- 
ing was  working  on  each  individual  case,  among  the  members, 
to  convince  them  of  the  propriety  of  the  manumission  prac- 
tice. In  1776  Randel  Mailin  manumitted  his  Negro  man 
Peter  Cuff,  and  produced  his  record  of  the  same  to  the  meet- 
ing to  have  it  recorded  on  their  books.  ^^  The  next  year 
(1777)  Nathan  Hoop  manumitted  a  Negro  woman,  i8  years 
old,  and  her  two  mulatto  boys  as  soon  as  they  should  become 
21  years  of  age.*^^  The  following  brief  extract  is  illustrative 
of  the  many  cases  where  pressure  was  brought  to  bear  in  a 
kindly  way,  to  the  end  that  this  or  that  person  might  set 
Negroes  free. 


Endeavors 
to  teach 
negroes  to 
read,  re- 
ported 


Negroes 
sent  to 
school 


Manumis- 
sion con- 
tinually 
urged 


"oMin.  Goshen  Mo.  Mtg.,  10— 18— 1756. 

i"/&td.,  7— 18— 1757. 

»"/fctd.,  7— 17— 1758.  i»7Wd.,  2— 10 — 1764. 

»«/Wd.,2— 5— 1762.  i««/6*d.,  4— 5— 1776. 

»«7Wd.,  8—6—1762.  i«7/Wd.,  3—7—1777- 


258 


Early  Quaker  Education  in  Pennsylvania 


Discipline 
of  members 
guilty  of 
slave 
dealing 


Schooling  of 
Negroes 
under  care 


Low  return 
in  Quaker 
townships 
in  1780 
registra- 
tions 

Abington 
Quarter 


Horsham 
Monthly 


Negroes 
schooled  at 
expense  of 
school  com- 
mittee 


Complaint  is  brought  against  Thomas  Pennington  for  buying  and 
selling  a  negro  woman.  Joseph  Thomas  and  Randle  Mailin  are  ap- 
pointed to  deal  with  him  as  our  discipline  directs.^** 

In    1778   the   Goshen   Meeting  appointed   a  committee, 

Randle  Mailin  and  Caleb  Maris,  to  join  with  a  committee 

appointed  by  the  Quarterly  Meeting  (Concord)  to  advise 

together  concerning  the  education  of  the  Negroes. ^^^    This 

is  a  very  good  indication  that  organized  action  was  taken, 

educationally,  and  that  it  was  not  left  to  individual  choice. 

In  1780  the  monthly  meeting  reported  to  the  yearly  meeting 

that  its  committee  (the  one  formerly  appointed)  had  been 

"advising  Negroes"  on  their  religious  education  and  had  their 

"schooling  under  care."^^"    The  registry  of  slaves  in  1780 

showed  thirteen  as  the  full  quota  for  Goshen  township.^''^ 

As  a  general  rule  very  few  were  returned  from  the  Quaker 

townships  while  the  vast  majority  came  from  those  of  the 

Welsh  (Charlestown,  Tredyffrin   and  East  Nantmeal)  and 

the  Scotch-Irish  (Newtown,  Londonderry,  Oxford  and  East 
Nottingham.  )*^2 

From  the  meeting  records  in  the  Abington  Quarter  there 
will  be  presented  some  of  the  material  relating  to  Horsham, 
Byberry  (not  established  a  monthly  meeting  till  1810),"^  and 
Gwynedd,  which  may  be  taken  as  representative  of  that 
quarterly  meeting. 

Though  there  is  scant  evidence  in  the  Horsham  Monthly 
Meeting  minutes  to  indicate  what  they  did  in  reference  to  the 
Negroes'  education,  we  are  not  left  entirely  in  the  dark.  The 
Horsham  School  Committee,  which  made  a  report  of  its  own 
after  1783,  made  occasional  reference  thereto,  and  it  must  be 
understood  from  these  reports  that  the  Negroes  were  schooled 
at  the  expense  of  the  school  committee.  The  only  proof  of 
this  statement,  given  in  the  records,  is  fovmd  in  statements  like 
the  following: 


»88Min.  Goshen  Mo.  Mtg.,  7 — 10 — 1778. 
"976jd.,  12— II— 1778. 
""/fiid.,  8— II— 1780. 
"iPuthey  and  Cope,  424. 

"*This  statement  is  based  on  the  results  of  G.  Cope's  study  of  local 
history. 

"^Bunting,  Recs.,  Mtg.  Phila.  Yr.  Mtg.,  24. 


Education  of  Negroes  and  Indians 


259 


An  account  of  Thomas  Hallowell  for  schooling  Griffith  Camel's  and 
negro  Caesai-'s  children  was  produced  and  considered,  and  the  treasurer 
ordered  to  pay  him  grant  given.     That  of  Caesar's  lies  for  inspection,"* 

This  makes  clear  that  cases  of  Negro  schooling  were  taken 
before  the  same  committee  as  cases  of  poor  Whites  and  were 
investigated  and  disposed  of  in  the  same  manner. 

Byberry  Preparative  Meeting  makes  no  reference  during 
the  early  years  to  the  status  of  the  Negro  in  its  limits. 
Martindale,  in  a  History  of  Byberry  and  Moreland,  states  that 
slavery  came  into  Byberry  about  1721,^'^  the  slaves  being 
employed  by  the  more  opulent  class  to  do  the  roughest  work. 
The  inventory  of  a  Friends' property  (1727)  showed  that  he 
possessed  "one  negro  girl,  £20,  and  one  negro  boy,  £30."^^' 
Of  their  intervening  history  little  is  recorded,  though  the 
Negroes  were  set  free  by  many  members  of  Friends,  and  in 
1779  the  meeting  authorized  Silas  Walmsley  and  William 
Wahnsley  to  provide  a  suitable  biirying  grotmd  for  the  use  of 
Negroes  who  had  been  freed.^"  What  was  done  for  their 
education  is  not  known. 

It  is  noticeable  that  in  the  earliest  answers  to  the  query 
concerning  Negroes  (about  1756)  the  majority  of  the  monthly 
meetings  usually  answered  in  an  offhand  manner  that  they 
were  "clear"  or  there  were  "none  to  be  charged  with  that 
breech,"  or  something  to  that  effect.  The  writer  believes 
these  reports  first  sent  in  were  perhaps  made  from  only  a 
general  knowledge  of  the  situation,  and  not  the  result  of  an 
exact  knowledge  of  their  members'  practices.  This  statement 
is  not  capable  of  an  exact  proof,  but  the  remarkable  similarity 
in  all  the  meeting  records  for  the  first  few  reports,  certainly 
indicate  that  such  was  the  case.  Quite  frequently,  yes,  in 
most  cases,  the  "  clear"  reports  are  followed  after  a  few  months 
or  years  by  statements  that  some  are  imported,  a  few  held 
as  slaves,  or  one  Negro  sold  and  similar  reports.  This  was 
true  in  the  case  of  Gwynedd.  In  1756  the  meeting  reported 
"we  have  not  to  charge  any,""*  and  three  months  following, 


"*Rec.  Horsham  School  Com.,  n— 15— 1793- 

^''Martindale,  Hist,  of  Byberry  and  Moreland,  49. 

"'Ibid.,  50.     (The  sources  used  by  Martindale  are  not  found.) 

»"Min.  Byberry  Prep.  Mtg.,  9—15— 1779- 

"«Min.  Gwynedd  Mo.  Mtg..  4—25—1756,  215. 


Byberry 


Slaves  in 
1721 

1727 


Records  not 
always  to  be 
relied  upon 


26o  Early  Quaker  Education  in  Pennsylvania 

"Friends  think  themselves  clear  in  this  respect";"^  the 
nature  of  the  wording  in  the  last  would  imply  it  was  based 
more  on  implicit  faith  than  explicit  judgment.  Eleven  years 
thereafter  we  have  more  definite  reports,  such  as : 

.  .  .  .  clear  of  importing  negroes;  the  few  possessed  by  Friends 
are  well  used,  their  slavery  excepted,!*"  and  none  bought  or  sold  that  we 
know  of;  those  that  have  them  use  them  well  as  to  the  necessities  of 
life  and  some  are  brought  to  meetings  at  times."! 

From  that  time  forward  the  reports  made  to  the  monthly 
meeting  were  very  definite.  In  1775  a  report  was  brought  in 
which  purported  to  cover  the  entire  compass  of  the  meeting. 
It  stated  the  number  held,  their  status,  and  what  was  done 
for  their  benefit.  It  is  interesting  to  note  that  a  few  enjoyed 
some  educational  opportunities,  limited  to  be  sure,  the  details 
of  which  are  presented  here,  as  they  appeared  in  the  minutes 
of  the  meeting. 

We  of  the  committee  appointed  by  the  Monthly  Meeting  to  visit  such 
of  our  members  as  are  possessed  of  slaves,  and  detaining  them  in  bond- 
age, contrary  ....  visited  all  such  of  our  members  that  are 
under  that  circumstance  as  we  know  of,  which  are  eight  in  number,  who 
are  possessed  of  sixteen  negroes  and  one  mulatto,  viz.:  ist  possesses 
one  negro  girl  about  1 7  years  of  age  and  appeared  in  a  disposition  rather 
to  justify  the  practice  of  detaining  her  in  bondage  during  life  than  other- 
wise. 2d,  possesses  five  negroes  one  of  which  is  a  man  about  35  years  of 
age,  who  he  said  he  intended  to  set  free  at  the  next  quarter  sessions. 
The  other  four — three  boys  and  a  girl,  are  young,  whom  he  said  he 
intended  to  set  free  as  they  came  of  age,  the  boys  at  21  and  the  girl  at  18, 
giving  them  learning  to  fit  them  for  business.  3rd,  two  negroes,  a  man 
and  a  woman,  the  man  about  30  years  of  age,  who  was  in  the  possession 
of  a  Friend,  lately  deceased,  now  in  his  executors,  who  said  he  intended 
they  should  soon  enjoy  their  liberty.  4th,  possessor  of  three  negroes, 
one  a  woman  20  years  old,  who  he  said  he  expected  should  have  her 
liberty  in  a  short  time — the  other  two,  a  man  and  a  woman  about  20 
years  of  age,  both  as  we  thought,  incapable  of  freedom.  5th,  possessor 
of  2  negroes,  a  woman  about  32  years  old,  who  he  said  should  have  her 
liberty,  when  she  earned  him  thirty  pounds.  The  girl  about  ten  years 
old  who  he  said  is  to  be  set  free  by  his  last  will  when  she  arrives  at  the 
age  of  30  years.  6th.  Possessor  of  two  negroes,  both  women,  one  about 
34,  the  other  about  19  years  old;  the  said  Friend  not  in  a  capacity  of 
giving  any  accotmt  of  what  might  be  done  for  them.      7th.    Possessor  of 


"»Min.  Gwynedd  Mo.  Mtg.,  7 — 27 — 1756,  164. 
"»/6td.,  7 — 28 — 1767,  13. 
"i/ttd.,  7—26—1768,  40. 


Education  of  Negroes  and  Indians 


261 


a  mulatto  girl  about  1 1  years  old,  bound  to  him  till  she  is  31,  who  he  said 
he  intended  to  set  at  liberty  at  the  age  of  2 1 ,  with  endeavors  to  leam  her 
to  read.  8th.  Possessor  of  a  negro  girl  about  17  years  old,  who  her 
mistress  said  she  intended  to  do  the  best  she  could  by.^** 

In  1779  it  is  reported  that  the  aifairs  of  Negroes  are  still  in 
the  hands  of  the  committee  for  that  purpose,  but  that  not 
much  more  has  been  accomplished  than  was  last  reported.*^ 
It  would  seem  though  that  the  committee  was  decidedly- 
active  in  dealing  with  individual  cases  of  discipline  both  at 
that  time  and  in  the  years  following.  Especially  did  they 
urge  first  the  freedom  of  the  slave,  and  when  this  was  refused, 
as  it  occasionally  was,  they  did  not  hesitate  to  eject  the 
recalcitrant  member. ^^  So  effective  was  their  service  that 
by  1790  there  were  none  held  as  slaves  by  Friends  and  in 
regard  to  their  education  they  reported:  "Some  care  and 
labor  is  extended  towards  the  instruction  and  education  of 
such  Negroes  as  are  imder  Friends'  care."^^ 

It  would  be  interesting  to  compare  the  Friends'  own 
accoujit  of  their  activity  with  that  of  an  outsider  who  merely 
looked  on,  but  the  writer  has  been  unable  to  find  any  opinion 
on  the  subject  by  any  contemporary,  either  through  this 
investigation  or  from  those  made  by  others.  Many,  it  is 
true,  comment  on  their  social  and  economic  status  but  little 
mention  is  ever  made  of  their  education. ^^ 

The  Warrington  and  Fairfax  Quarterly  Meeting  (Baltimore 
Yearly  Meeting)  reported  in  1776  that  their  Negroes  were 
well  taken  care  of,  but  their  education  was  "much  neg- 
lected."**'   Three  years  later  they  reported: 

By  the  accounts  now  received  it  appears  that  the  religious  education  of 
such  negroes  and  their  children  as  have  been  restored  to  freedom  has 
been  attended  to  and  a  visit  performed  to  most  of  them  to  good  satisfac- 
tion, and  there  appears  to  be  a  hopeful  prospect  that  those  who  have 
been  under  their  immediate  care  will  comply  with  Friends'  advice  with 
respect  to  the  school  education.     Some  care  has  been  taken  therdn.'** 

»82Min.  Gwynedd  Mo.  Mtg.,  8—27—1775,  202. 
^^Ibid.,  5 — 25 — 1779,  306. 
^^Ibid.,  8—26—1783,  172. 
^^Ibid.,  7 — 27 — 1790,  112. 

»««Kaln,  P.,  Travels  into  North  America,  I,  390,  394. 
»8^Min.  Warrington  and  Fairfax  Q.  Mtg.,  9-16-1776,  H- 
^^Hbid.,  9 — 20 — 1779,  73.     (Warrington  Meeting,  in  the  County  of 
York.) 


Members 
disciplined 
for  failure 
to  manumit 
slaves 


Warrington 
and  Fairfax 
Quarterly 


Some  care 
taken  in 
their 
education 


262 


Early  Quaker  Education  in  Pennsylvania 


Friendly 
relation  of 
Quakers 
and  Indians 


No  rum  to 
any  but 
chieftain  by 
law,  1 701 


ATTITUDE   TOWARD   THE    INDIANS 

The  uncommon  relation  existing  from  the  time  of  the  first 
settlement  of  Penn's  colony  throughout  the  entire  colonial 
history,  is  well  known  to  every  schoolboy;  such  relations, 
between  any  possibly  antagonistic  groups,  have  been  without 
parallel  in  the  history  of  this  country.  Applegarth,  speaking 
of  this  happy  relationship,  states  that  the  results  of  his  study 
revealed  but  two  instances  in  which  Friends  had  been 
massacred  by  Indians,  and  these  cases  were  entirely  the 
results  of  misunderstanding.^^' 

It  is  aside  from  the  point  to  relate  at  length  the  means 
employed  by  Penn  and  the  Quakers  to  cultivate  the  friendship 
of  these  people.  Nothing  was  more  forceful  than  his  immed- 
iate association  with,  and  travels  among  them,  and  the 
messages  in  which  he  explained  that  he  and  his  people  were 
one  with  them  and  that  they  were  all  the  "Friends  of  Onas." 

Indian  affairs  were  considered  in  a  rational  manner  and 
occupied  much  of  the  time  of  the  Governor  and  Council. 
Instances  of  a  solicitous  interest  in  the  Indians*  are  seen  in  the 
laws  of  1 701,  forbidding  the  sale  of  rum  to  any  but  the  chiefs, 
who  should  distribute  it  as  they  thought  best,""  and  a  still 
more  restrictive  law  in  1722,  which  prohibited  the  sale  of 
liquor  to  Indians.  Of  still  more  importance  was  the  establish- 
ment of  the  principle  that  an  abuse  committed  by  an  Indian 
towards  the  Whites  must  be  adjusted  by  the  Indian  chief,  not 
revenged  by  the  Whites,  which  was  given  out  in  the  instruc- 
tions to  colonists;  and  the  converse  stated  later  (1728)  by  the 
Governor,  that  if  a  White  injured  an  Indian  he  should  make 
complaint  to  the  Whites,  who  would  then  punish  the  offense 
under  their  own  laws."' 

Friends'  ministers  were  also  active  in  the  missionary  work 
among  the  Indians,  which  was  first  urged  and  practiced  by 


189 Applegarth,  Quakers  in  Pa.,  Johns  Hopkins  Univ.  Studies, 
VIII-IX,  56. 

isoCo/.  Rec.  II,  16. 

i9i/&id..  Ill,  356. 

♦Mention  should  also  be  made  of  the  Friendly  Ass'nfor  Preserving 
Peace  with  the  Indians.  For  reference  see  Vol.  3,  Penn's  MS.,  relating  to 
Indian  Affairs,  pp.  17-18,  an  address  to  Governor  Dewey,  1757;  also 
p.  89,  an  address  to  Proprietaries  Thomas  Penn  and  Richard  Penn  on 
same  subject. 


Education  of  Negroes  and  Indians 


263 


George  Fox.  Not  only  the  nimierous  excursions  of  Penn,  but 
also  those  of  Thomas  Story,  Thomas  Turner,  Chalkley  and 
others,  evidence  the  ready  spirit  with  which  the  commands  of 
Fox  were  received. ^^  Besides  the  general  missionary  work 
and  relief  for  the  Indians,  that  from  time  to  time  is  mentioned 
in  the  several  meetings,  there  is  no  evidence  that  anything 
considerable  towards  a  school  education  was  attempted  till 
the  latter  part  of  the  century.  In  a  letter  of  the  yearly 
meeting  in  1796,  it  is  stated  that  Friends  are, 

engaged  in  an  undertaking  to  furnish  them  with  some  of  the  comforts  of 
civilized  life.  A  fund  is  raising  to  supply  the  expense  of  instructing  them 
in  Agriculture,  in  mechanic  arts,  and  in  some  useful  branches  of 
learning.^*' 

An  excellent  illustration  of  this  movement  towards  the 
education  of  the  Indian,  and  the  naive  friendly  manner  with 
which  they  made  known  their  needs  is  found  in  the  following 
communications,  which  are  self-explanatory. 

To  the  children  of  the  friends  of  Onas,  who  first  settled  in  Pennsylvania : 
Brothers,  The  request  of  Cornplanter,  a  chief  of  the  Seneca  Nation. 

The  Seneca  Nation  sees  that  the  Great  Spirit  intends  that  they  shall 
not  continue  to  live  by  hunting,  and  they  look  around  on  every  side, 
and  inquire  who  it  is  that  shall  teach  them  what  is  best  for  them  to  do. 
Your  fathers  have  dealt  fairly  and  honestly  with  oiu-  fathers,  and  they 
have  charged  us  to  remember  it;  and  we  think  it  right  to  tell  you  that 
we  wish  our  children  to  be  taught  the  same  principles  by  which  your 
fathers  were  guided  in  their  councils. 

Brothers,  we  have  too  little  wisdom  among  us,  we  cannot  teach  our 
children  what  we  perceive  their  situation  requires  them  to  know,  and 
we  therefore  ask  you  to  instruct  some  of  them;  we  wish  them  to  be 
instructed  to  read  and  write,  and  such  other  things  as  you  teach  your 
own  children;   and  especially  teach  them  to  love  peace. 

Brothers,  we  desire  of  you  to  take  under  your  care  two  Seneca  boys, 
and  teach  them  as  your  own;  and  in  order  that  they  may  be  satisfied 
to  remain  with  you,  and  be  easy  in  their  minds,  that  you  will  take  with 
them  the  son  of  our  interpreter,  and  teach  him  according  to  his  desire. 

Brothers,  you  know  it  is  not  in  our  power  to  pay  you  for  the  education 
of  these  three  boys;  and  therefore  you  must,  if  you  do  this  thing,  look  up 
to  God  for  your  reward. 

Brothers,  You  will  consider  of  this  request,  and  let  us  know  what  you 
determine  to  do.     If  your  hearts  are  inclined  toward  us,  and  you  will 


Work  of 
missionaries 


Specific 

educational 

work 


The  Indians 
request  aid 


>»»Bowden,  II,  70. 

iwLondon  Yr.  Mtg.  Epistles,  1795,  487. 


264 


Early  Quaker  Education  in  Pennsylvania 


His  request 
granted 


Committee 
appointed  by 
yearly  meet- 
ing in  1795 


Oneidas  and 
Tuscaroras 
willing  to 
accept 
assistance 

School 
established 


afford  otir  nation  this  great  advantage,  I  will  send  my  son  as  one  of  the 
boys  to  receive  your  instruction,  at  the  time  which  you  shall  appoint.^" 

Complanter      his 
Signed  2-10-1791  X 

In  presence  of  Joseph  Nichols.  mark 

To  Complanter,  The  Seneca  Chief: 

The  written  message  of  Complanter,  dated  at  Philadelphia,  on  the 
loth  of  February  last,  was  not  received  by  us  until  some  weeks  after. 
His  request  that  we  would  take  under  our  care  two  Seneca  boys,  one  of 
them  his  own  son,  accompanied  with  the  son  of  Joseph  Nicholson,  we 
have  considered,  and  do  agree  to  receive  them  when  they  can  con- 
veniently be  sent  to  us;  intending  they  shall  be  treated  with  care  and 
kindness  and  instructed  in  reading,  writing  and  husbandry  as  the  other 
children  of  our  Friends  are  taught;  the  Governor  of  Pennsylvania,  when 
informed  of  this  proposal,  having  expressed  his  approbation  thereof,  as 
did  General  Knox.^'* 

Signed  on  behalf,  and  by  appointment  of  a  meeting  of  the  representa- 
tives, of  the  said  people,  on  the  second  day  of  the  sixth  month,  called 
Jtme,  1 79 1.     By  several  Friends. 

In  1795  a  committee  was  appointed  by  the  Yearly  Meeting 
of  Pennsylvania  and  New  Jersey  for  the  promotion  and 
improvement  of  the  Indian  natives."^  Their  first  act  was 
to  attempt  to  learn  the  Indian's  attitude  towards  such  an 
activity  on  the  part  of  Friends.^^'  Accordingly  a  circular 
letter  was  sent  out  to  the  various  neighboring  tribes,  and  also 
accompanied  by  a  letter  from  the  secretary  of  state,  signifying 
the  government's  cooperation  and  sanction. ^^^  From  the 
responses  it  appeared  that  only  the  Oneidas  and  part  of  the 
Tuscaroras  were  willing  to  accept  any  assistance,  so  the  fol- 
lowing summer  of  1796,  three  Friends,  approved  by  the 
committee,  were  sent  and  settled  among  the  Oneidas.  In  the 
winter  of  1796  they  established  a  school,  continued  for  several 
years,  and  taught  by  an  Indian  who  had  been  educated  in 
New  England.^^^  The  Indians  were  found,  at  first,  to  be 
quite  averse  to  any  continuous  labor,  and  it  was  necessary  fo 
the  Friends  to  establish  themselves,  and  to  improve  a  piece 
of  land,  in  the  hope  that  the  Indians  would  see  the  results  and 


i^^Conduct  of  the  Society  of  Friends  towards  Indians,  98-99. 

i»^A  brief  account  of  the  Committee's  proceedings  (pub.  in  Phila.),  7. 


Education  of  Negroes  and  Indians 


265 


become  interested  in  the  process.  This  seems  to  have  worked 
quite  satisfactorily,  for  in  1799  they  report  that  the  Indians 
have  improved  some  lands  and  "sowed  them  with  wheat. "2°° 
The  various  occupations  mentioned  as  being  taught  the  boys 
were:  smith  work,  tilling  soil,  sewing,  the  preparation  of 
lumber  in  sawmills,  and  the  details  included  therein.  The 
girls  were  frequently  instructed  in  spinning,  knitting,  sewing, 
school  learning,  etc.^"^ 

At  this  time  (1799)  the  Oneidas  became  distrustful  of  the 
motives  of  those  in  charge  of  the  settlement,  thinking  that 
such  an  investment  in  implements  and  the  permanent 
nature  of  the  farms  laid  out,  indicated  an  intention  to  seek 
after  a  time  to  take  their  territory  from  them.  The  settlers 
became  aware  of  this  feeling  and  to  prove  their  good  faith, 
decided  to  leave  the  settlement  with  all  implements  and 
improvements  in  sole  charge  of  the  natives.  The  prepara- 
tions to  leave  were  accomplished  in  a  friendly  conference, 
held  in  September,  1799.^02  The  success  of  this  work,  for  the 
Oneidas,  had  been  watched  by  the  Seneca  tribes,  and  resulted 
in  an  interest  in  the  same  thing,  culminating  in  the  letters 
requesting  the  Friends'  assistance,  which  have  already  been 
presented.^"^ 

SUMMARY 

Though  slavery  had  fixed  itself,  very  early,  as  an  institution 
in  Pennsylvania,  it  was  not  destined  to  continue  its  growth 
unmolested.  Some  of  the  chief  factors  working  against  it 
were:  (i)  The  scruples  of  Friends,  and  other  sects,  (2)  the 
Germans  and  (3)  the  opposition  of  White  labor.  Restrictive 
legislation  was  passed  in  1700,  1705  and  1712,  placing  an  ever 
increasing  duty  upon  those  imported.  Gradual  abolition  was 
provided  for  by  statutes  of  1780  and  1788.  Socially  and 
economically  the  condition  of  the  Negro  in  Pennsylvania  was 
more  desirable  than  in  states  of  her  latitude  and  further 
south. 

To  three  Quakers,  opposed  to  Negro  slavery,  some  brief 
attention  is  given.     Their  expressions  also  indicate  a  solid- 


Occupations 
taught 


Indians 
distrustful 


Slavery  in 
Pennsylvania 


""Conduct  of  the  Society  of  Friends  towards  Indians,  10. 

"i/Wd.,  8,  9,  10. 

"^Ibid.,  1 1 .  »<»See  page  263. 


266 


Early  Quaker  Education  in  Pennsylvania 


Quaker 
Antagonists 
of  Slavery 


The  Quaker 
organization 
against 
slavery 


Schools  for 
Negroes 


In  country 
and  small 
towns 


tous  interest  in  the  education  of  the  Indian.  Their  influence 
was  extended  by  missionary  journeys,  speaking  in  public,  and 
numerous  pamphlets  published  on  that  subject.  This  work 
was  by  no  means  limited  to  the  Quakers.  Slavery  was 
denounced  as  impracticable,  unjust  and  inconsistent  with  the 
ideals  of  a  free  nation. 

(i)  Not  only  individual  leaders,  but  also  the  organized 
meetings  arrayed  themselves  to  fight  against  slavery.  The 
first  memorial  to  that  effect  was  on  the  part  of  Germantown 
Meeting  in  1688.  This  was  sent  to  the  Quarterly  Meeting  of 
Philadelphia,  but  at  that  date  they  took  no  action  in  regard 
to  it.  In  1727  the  Philadelphia  Yearly  Meeting's  advisers 
censured  the  practice  of  trading  in  slaves.  A  more  extensive 
warning  and  reproof  was  administered  in  1758.  Throughout 
the  early  half  of  the  century  efforts  were  made  to  secure  favor 
for  the  slaves'  freedom;  it  was  necessary  that  in  some  meas- 
ure that  should  come  first. 

(2)  After  the  active  campaign  for  freedom,  the  interest  in 
education  increased,  and,  in  the  last  half  of  the  century, 
there  are  frequent  statements  of  that  nature  in  records  of 
meetings.  Separate  schools  were  established  for  them  where 
possible.  One  in  Philadelphia  was  set  up  by  the  meeting, 
though  in  large  measure  due  to  the  active  personal  influence 
of  Benezet,  who,  after  1782,  taught  in  the  school  till  his 
death.  Moses  Patterson  was  the  first  teacher;  after  1786 
two  schools  are  always  mentioned  in  reports.  In  the  five 
years  preceding  1782  it  is  estimated  that  two  hundred  and 
fifty  Negroes  attended  the  school. 

Some  attention  is  given  to  the  Negroes  and  their  education, 
or  lack  of  it,  in  each  of  the  meetings.  The  care  of  this  subject 
in  those  meetings  was  in  the  charge  of  a  committee,  the 
general  character  of  whose  duties  was  indicated  on  page  247. 
The  support  of  the  Negro  schools  and  the  education  of  the 
poor  children  was  similar  to  that  of  other  schools.^"*  Reports 
on  the  progress  in  freeing,  supporting,  and  educating  the 
Negro,  were  required  by  their  superior  meetings. 


^•^No  summary  is  given  of  conditions  in  each  of  the  meetings;    if 
desired,  see  in  index,  "negro  education." 


Ediication  of  Negroes  and  Indians  267 

The  relations  between  Friends  and  Indians  were  most 
cordial  from  the  beginning.  Though  their  education  was 
preached  early  by  missionaries  and  practised  in  a  smaller 
way,  little  organized  effort  was  made  until  1795.  In  that  Education  of 
year  the  yearly  assembly  took  the  necessary  steps  to  establish 
schools  among  neighboring  tribes,  the  first  mentioned  being 
for  the  Oneidas.  The  desire  of  the  Indian  for  aid  in  these 
matters  is  indicated  by  the  quoted  letter  of  Complanter,  the 
Seneca  chief. 


Indians 


CHAPTER  XII 


CONCLUSION 


Society 
established 


Influence 
extended  by 
three 
means 


Fox's  aims 
in  education 


Organiza- 
tion devised 
by  Fox 


Weakness  in 
the  organiza- 
tion 


Leaders  who 
were  inter- 
ested in 
education 


The  society,  established  by  George  Fox,  near  the  middle  of 
the  seventeenth  century,  increased  rapidly  in  numbers,  due 
very  largely  to  the  efforts  of  its  founder  and  the  services  of 
the  men  whom  he  associated  with  him  in  his  work.  This 
influence  was  extended  by  means  of  (i)  journeys  made  to 
foreign  parts;  (2)  letters;  and  (3)  preaching  out  of  doors  to 
all  who  would  listen.  Fox,  from  the  first,  was  interested  in 
education,  particularly  moral  and  practical,  and  recommended 
the  estabHshment  of  several  schools.  He  was  primarily 
interested  in  (i)  moral  training;  (2)  religious  instruction;  and 
(3)  in  education  of  a  practical  sort  which  would  fit  every 
individual  to  earn  a  livelihood.  These  ends  which  he  strove 
for  were  likewise  accepted  as  worthy  to  be  achieved,  and 
consciously  striven  for  by  the  society  in  its  organized  meetings. 
This  organization  of  meetings  itself  was  devised  by  Fox  and 
regularly  constituted  in  various  parts  before  the  time  of  his 
death.  It  consisted  of  yearly,  quarterly,  monthly,  and 
particular  meetings,  whose  relations  were  well  defined.  The 
functions  of  the  first  were  general  and  directive;  those  of  the 
last  were  particular  and  effective.  The  chief  weakness, 
already  pointed  out  in  previous  chapters,  was  the  lack  of 
compulsory  power  in  the  yearly  meeting.  Its  recommenda- 
tions gained  results,  but  might  be  neglected  in  communities 
desiring  to  do  so. 

|.-.  An  organization,  of  itself,  performs  nothing.  Its  accom- 
plishments depend  on  men  who  have  purposes,  and  the 
determination  and  ability  to  execute  them.  A  considerable 
number  of  such  men  were  members  of  Friends,  and  expressed 
themselves  definitely  on  education.  Such  leaders  as  Penn, 
Fothergill,  Fox,  Banks,  Chalkley,  Crisp,  Crouch,  Pastorius, 
Benezet  and  others  as  important,  were  responsible  for  its 

(268) 


Conclusion 


269 


educational  guidance  and  in  the  end,  accomplishments. 
From  a  study  of  their  expressions  it  appears  that  the  criticisms, 
concerning  the  Quakers'  antipathy  to  education,  are  without 
foimdation,  and  arose  ,for  the  most  part,  from  their  statement 
that  a  classical  education  was  not  essential  for  a  minister. 
The  life  and  the  education  of  most  of  them  attest  the  fact 
that  they  sought  a  higher  education  for  themselves  and  pro- 
moted it  for  others.  Not  only  for  their  own  society,  but  for 
the  rich  and  poor  of  others,  were  efforts  made  to  establish 
schools.  The  education  of  Indians  and  Negroes  was  simi- 
larly urged  both  on  the  part  of  individuals  and  the  organiza- 
tion. The  tangible  results  of  their  efforts  in  this  regard  were 
seen  in  the  various  local  meetings. 

In  the  establishment  of  schools,  the  direction  lay  in  the 
hands  of  the  yearly  meeting.  Philadelphia  Yearly  Meeting's 
advices  on  that  subject,  for  the  first  half  century,  were  very 
general  in  nature  and  seemingly  of  little  import  to  the  various 
lower  meetings.  A  development  is  noticed,  however,  toward 
a  definite  plan  for  schools  to  be  established.  The  advices  of 
1746  and  continuing  thereafter,  1750,  1751,  i753.  i755.  1778, 
and  following,  are  definite  in  their  ideas  as  to  what  should  be 
done,  and  the  persistency  with  which  they  were  urged  in  the 
meetings,  where  all  school  affairs  came  to  be  attended  to  by 
committees,  seems  to  have  effected  tangible  results.  Com- 
mittee reports  on  educational  conditions  increased  greatly  in 
definiteness  after  1777,  which  allows  a  better  estimate  to  be 
made  of  what  was  done.  From  such  reports  it  is  estimated 
that  by  the  end  of  the  century  there  were  sixty  or  seventy 
schools  established  "according  to  direction"  given  by  the 
yearly  meeting.  Many  others  are  reported  in  various  meet- 
ings, which  did  not  measure  up  in  any  great  degree  to  the 
standards  set. 

These  standards^  (stated  elsewhere  in  this  work)  demanded 
a  high  moral  quality  in  masters  and  mistresses,  as  well  as 
training  in  the  subjects  to  be  taught.  From  a  study  of  the 
manuscript  records  and  newspapers  it  appears  that  the  moral 
standards,  met  by  Quaker  masters,  were  as  high,  and,  in 
Philadelphia,  perhaps  higher  than  those  of  the  other  private 


Quaker 
antipathy  to 
education 
appears  un- 
founded 


Education 
of  Negroes 
and  Indians 
urged  and 
effected 

Schools 
established 


School 
affairs  in 
care  of  com- 
mittees 


Number  of 
schools  in 
Pennsyl- 
vania 


The  Master 


iThe  digest  of  the  standards  to  be  attained  may  be  seen  on  pages  172! 


Curriculum 
similar  to 
that  in 
private 
schools 

No  free 

public 

schools 


Number  of 
schools 
about  1750 


270  Early  Quaker  Education  in  Pennsylvania 

school  masters.  The  cases  of  open  lawlessness  are  at  least 
more  niimerous  in  the  latter  case.  The  degree  of  preparation 
for  teaching  ranged  from  the  highest,  the  best  college  trained 
men  of  the  day,  to  the  lowest,  those  who  possessed  a  most 
elementary  education. 

The  opportunities  offered  for  study,  both  in  the  lower  and 
in  the  Classical  School,  were  at  all  times  equal  at  least  to  those 
of  the  other  schools  of  the  day. 

The  Quakers  established  no  system  of  public  schools, 
though  they  were  called  such  quite  frequently.  As  public 
school  sentiment  grew,  and  the  Quaker  schools  correspondingly 
declined  in  many  places,  they  often  were  taken  over  as  public 
schools.  In  that  sense  they  were,  truly  enough,  the  founda- 
tion of  public  schools.  Education  was  free  to  the  poor;  in  a 
few  cases  the  funds  might  be  applied  to  lower  the  rates  paid 
by  the  regular  pay  scholars,  but  such  were  exceptional. 

In  1750  there  were  about  fifty  particular  meetings  in  the 
territory  covered  by  this  study;  those  were  under  the  direc- 
tion of  seventeen  monthly  meetings.^  With  the  exception  of 
nine  of  them  we  know  from  their  reports  that  they  had 
schools  then,  or  established  them  in  the  period  following  1750, 
in  which  the  increased  activity  and  interest  of  the  yearly 
meeting  brought  the  subject  more  fully  to  their  notice.  From 
the  nature  of  the  reports,  it  is  often  impossible  to  determine 
the  date  of  establishing  such  a  school,  and  because  of  the 
irregularity  of  reports  it  is  not  known  how  long  a  school  may 
have  been  in  operation  before  reported.  For  these  reasons 
any  estimate  such  as  made  above  is  very  unsatisfactory. 

It  is  not  to  be  understood  that  at  the  time  above  mentioned 
the  schools  were  in  all  cases  "according  to  the  plan"  of  the 
yearly  meeting.  Many  reports  have  been  quoted  wherein 
schools  were  mentioned  which  did  not  measure  up  to  the 
standards.^  Some  lacked  buildings,  grounds,  Friends  as  mas- 
ters, masters'  accommodations,  and  so  forth. 

Assuming  the  nine  meetings,  for  which  no  schools  were 
reported  in  the  minutes,  did  not  have   them,  there  were 


*Bowden,  II,  247  ff.   (tables  showing  the  particular  monthly,  and 
quarterly  meetings,  etc.). 

'See  in  index :     Merion  and  Valley,  for  example. 


Conclusion 


271 


about  forty  schools  under  control  of  the  Quakers,  who  at  that 
date  constituted  one-third  of  the  entire  population.*  The 
population  estimated  by  Oldmixon  was  about  100,000  in 
1741.^  Though  the  colony  increased  rapidly  by  immigration,^ 
the  Quaker  increase  was  not  proportionate  to  their  ntmibers 
stated  above.'  In  1795  it  is  stated  that  the  Episcopalians 
and  Quakers  together  constituted  but  one-third  of  the  whole 
population,  which  then  numbered  about  434,373.*  The 
nimiber  of  regularly  estabUshed  Quaker  schools  at  that  date 
was  between  sixty  and  seventy. 

If  in  1 741  we  estimate  the  number  of  school  age  children  of 
Quaker  parentage  between  six  and  seven  thousand,  which  is 
probably  a  less  number  than  there  actually  were,  it  is  appar- 
ent that  the  schools  regularly  established  were  in  no  way 
adequate  to  the  school  population.  The  remainder  were 
doubtless  cared  for  in  the  frequently  mentioned  mixed 
schools  and  neighborhood  schools,  which  are  known  to  have 
been  common.  These  were  sometimes  under  partial  control 
of  the  Quaker  meetings.  What  proportion  the  number  of 
Quaker  schools  bears  to  those  established  by  other  agencies  is 
not  known.  No  studies  made  up  to  the  present  time  have 
attempted  to  estimate  the  number  of  schools  established  by 
all  or  particular  agencies.  Any  comparison  is  impossible 
until  such  a  study  is  made. 

<Bowden,  II,  157. 

^Ibid.,  156;    quoted  from  Oldmixon,  I,  304. 

«6,200  new  settlers  came  in  1729  (Bowden,  II,  156). 

Ubid.,  157- 

*Winterbotham,  II,  438-439;  also,  census  report,  1790. 


Quaker 
population 
one-third 
of  total 


Proportion- 
ate number 
of  Quakers 
decreases 


Number  of 

regularly 

established 

schools 

inadequate 

for  their 

population 


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Province  of  Pennsylvania,  1682-1776.    Phila.,  1752-1776. 
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Pennsylvania  Gazaette.  Published  by  B.  Franklin,  beginning  1729; 
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The  American  Weekly  Mercury.  Published  by  William  Bradford,  begin- 
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the  Pennsylvania  Historical  Society,  vol.  2.     Phila.,  1827. 
Cope,  G.  and  Futhey,  John.     History  of  Chester  County.    Phila.,  1881. 
Darby.     Proceedings  Centennial  Anniversary  Friends  Meeting  House. 

Darby,  Pennsylvania,  1905. 
Davis,  W.  W.  H.     History  of  Bucks  County,  Pennsylvania.     Doyles- 
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Dewey,  D,  R.     Financial  History  of  the  United  States.    New  York, 

1912. 
Dewees,  W.  W.     a  Centennfal  History  of  Westtown  Boarding  School 

from  1799  to  1899.     Phila.,  1899. 


28o  Early  Quaker  Education  in  Pennsylvania 

Ellis,  Franklin  and  Evans,  S.     History  of  Lancaster  County,  Penn- 
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Fisher,  George  S.     The  Making  of  Pennsylvania.     Phila.,  1898. 
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Quakers     .     .     .     from  Works  of  Sewell,  2  vols.     London,  1799. 
GouGH,  John.     History  of  the  Quakers,  4  vols.     Dublin,  1789. 
Green,   John  R.     A     Short   History  of  the  English  People.  4  vols. 

New  York,  1898. 
Gummere,  a.  M.     The  Quaker  in  the  Forum.     Phila.,  1910. 
Haverford.     a  History  of  Haverford  College.     Phila.,  1892. 
Hazard,  Samuel.     Annals  of  Pennsylvania,  1609-1682.     Phila.,  1850. 
Heatwole,  C.  J.     History  of  Education  in  Virginia.     New  York,  1916. 
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Life  of  George  Fox.     Phila.,  1856. 
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Jones,  R.  M.,  assisted  by  Isaac  Sharpless,  and  Gummere,  A.  M. 

Quakers  in  American  Colonies.     London,  191 1. 
Jordon,  John  W.     Colonial   Families  of  Philadelphia,  2  vols.     New 

York  and  London,  191 1. 
Jordan,   John   W.    A  History  of   Delaware  County,  Pennsylvania. 

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1907. 

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Amerika  und  die  Gnindung  von  Gennantown  im  Jahre  1683. 
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Sharpless,  Isaac.  Two  Centuries  of  Pennsylvania  History.  Phila., 
1900. 

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ABBREVIATIONS 

Am.  Wk.  Mer. — American  Weekly  Mercury. 

Col.  Rec. — Colonial  Records  of  Pennsylvania. 

G.  S.  P.  P. — Genealogical  Society  Publications  of  Pennsylvania. 

H.  S.  P. — Historical  Society  of  Pennsylvania. 

Min.  Mo.  Mtg. — Minutes  of  the  monthly  meeting. 

Min.  Prep,  Mtg. — Minutes  of  the  preparative  meeting. 

Pa.  Gaz. — Pennsylvania  Gazette. 

Pa.  Ger.  Soc. — Pennsylvania  German  Society. 

Pa.  Mag.  of  Hist. — Pennsylvania  Magazine  of  History. 

P.  C.  S.  M. — Penn  Charter  School  Minutes. 

Q.  Mtg. — Quarterly  meeting. 

Yr.  Mtg. —  Yearly  meeting. 

Wk.  Advt. — Weekly  Advertiser. 


(283) 


INDEX 


Abington,    school    land,  106;      school, 

io6f. 
Ackworth  School,  22. 
Aims  of  educ,  yfif.,  36S.,  r6r,  268. 
Apprenticeship    educ,    recommended, 

9;    8s,  86,  IS9,  206. 
Attendance,  rSo,  185;  in  Negro  School, 
243f. 

Baptists,  5. 

Barclay,  on  educ,  31. 

Benezet,  on  educ,  31S.;    employed  in 

Phila.,   57-58;     ai6B.;   on  teeping 

slaves,   33Sf. 
Biddle,  73- 

Birmingham,  131,  134,  163. 
Blue   Hill,    151. 
Books,  distributed,  24;  used  in  schools. 

109,    142,    I93ff. 
Bradford,  I23f. ;    134.  1365. 
Birstol,  school,  88. 
Buckingham,  school,  9SfF. 
Budd,  educ  scheme  of,  36B. 
Buildings  and  grounds,  65ff.;    interior 

df.  67ff. 
Byberry,    school,    74ff.;     report,    76f.; 

schoolmasters  at,  224f. 

Chester,  i48flF.,  151. 

Chichester,  163. 

Children,  apprenticeship  of,  159;   cared 

for  by  meetings,  I22f.,  141. 
Classic    languages,     ir,    59,    71;     not 

necessary  for  ministers,  31,  35. 
Clerkenwell,  school  at,   22. 
Committees,  on  schools,  functions,  80, 

168,    141,    143;  school    corns.  ai>- 

pointed.  iii,  116,  118. 
Concord,  i62fiF. 
Cox,  criticism  by,  26B. 
Crouch,  on  educ,  34f. 
Currictilum,  i90flF.,  215,  270;    Classical 

School,  196;    English  School,  197; 

Negro    School,     192;     Latin    and 

Greek,  59,  71;   letter  writing,  191; 

mathematics,    30,     7 if-;     spelling, 

193;    subjects  recommended.  29ff. 

Darby,  23f.,  I54ff. 
Discipline,  186,  223. 


East  Bradford,  131. 

East  Cain,  i37f. 

Education,  before  the  Quakers,  147; 
moral,  86;  for  Negro  and  Indian. 
233ff.,  269;  practical,  by  appren- 
ticeship, 9,  10;  provided  in  Frame 
of  Government,  42 ;  public,  recom- 
mended, 30;  recommended  by  yr. 
mtg..  2ofif.,  109,  123,  174. 

English  School,  masters  of,  233ff. 

Evening  Schools,  187. 

Exeter,    795. 

Falls,    86ff. 

Fox,  sketch  of  life,  2ff.;  conclusions  d, 
4;  educ'l  creed,  7ff.;  recommended 
schs.,  id;  educ.  of  ministers,  iif.; 
mo.  mtgs.  recommended,  16. 

Free  Schools,   180. 

Germantown,  778. 
Girls'  SchocJ,  70,  213,  217. 
Goshen,  i3ofif. 
Gwynedd,  no,  113. 

Haverford,  162. 
Horsham,  ii4ff. 

Indians,  educ  recommended.  8.  I  a,  37, 
269;  friendly  relation  with.  263; 
issue  of  rum  to,  262;  missionaries 
among,  263;  aid  requested  by,  263; 
educ'l.  work  among.  263f.;  occujm- 
tions  taught,  265. 

Inner  light,  2,  4.  7,  13. 

Kennett,  I22f.;  disoontinaed.  114;  137. 
i69f. 

Lampeter,  142. 

Land,  for  school  use,  81,  87ff-.  106.  las. 
I3if.,    I48f-.    I76f. 

Latin  School,  masters  of,  230ff. 

Legacies:  Carter,  74.  t07f-:  Wade. 
Lineham  and  Richards,  63;  Bryner 
and  Baldwin,  90;  Harker.  93.  95; 
Holcomb.  95;  Abbitt,  Buckman 
and  Twining,  loi;  Roberts  and 
Walton,   103;    Keen  and  Hoskina. 


(285) 


286 


Index 


148;  Taylor  and  Hall,  149;  Turner 
iSif.;  Evans,  152;  Meed,  iS3; 
Blunston,  1S4;  Lobb,  157;  Yar- 
nall,  165;  Barnes,  xo6£.;  under 
care  of  trustees,  75,  I07f. 

Literature,  used  in  meetings,   ippff. 

London,  yearly  mtg.  established,  17; 
advices  on  educ,   i72£. 

London  Grove,   140. 


Maiden  Creek,   8of. 

Makefield,  88. 

Meetings,  established,  isf.,  79,  85,  105, 

122,  147. 
Mennonites,  4!. 
Merion  and  Valley,  1 14. 
Methods,  197,  199. 
Middletown,  92ff.,  I49f-,  iSi- 
Montgomery  Township,  112. 
Monthly   meeting,   function,    19,    169, 

175- 
Morristown,  in. 

Nantmeal,  I39f. 

Negro,  educ.  recommended,  8,  12,  37, 
269;    manumission,  252,  257,  261; 

educ.     of    in    Phila.,     239- 

246;  Exeter,  248;  Radnor,  248f.; 
Middletown,  249f . ;  Buckingham, 
asoff.;  Kennett,  253;  New  Garden 
and  Uwchlan,  138,  254;  Sadsbury 
and  Bradford,  255;  Concord  and 
Goshen,  256;  Abington  and  Hor- 
sham, 258;  Byberry  and  Gwynedd 
2S9fif.;     Warrington   and   Fairfax, 

a6i;  attitude  of  sects  toward , 

23iflF.;     meetings   for   ,    239; 

com.  on afifairs,  24of.;   duties 

of  com.  on ,  246-7 ;  in  Pa. 

228ff. 

Negro  School,  established,  24if.;  sup- 
port, 64;  housed,  70,  71;  215,  217 
status  in  1800,  24s;  support  of, 
I  243f.,  247f.;  attendance,  243f.; 
teachers  in,  Patterson,  241; 
Houghton,  242;  Benezet,  242; 
Britt,  Dougherty,  Meccum,  243; 
Pickering,  244;    Mears,  245. 

New  Garden,   I23f.,  i28ff.,  137. 

Organization,  of  meetings,  purpose,  is; 
explained,  18;  with  regard  to 
schools,  172-190;  weakness  of, 
368. 

Pastorius,  47,  S3,  77ff. 
Pay  scholars,   180. 


Penn,  on  educ,  28ff.;  coming  to  Phila., 

41. 

Penn  Charter  School,  45;  petition  to 
incorporate,  47ff.;  first  charter, 
49fl.;  rechartered,  52;  self  per- 
petuating corporation  of,  53,  106. 

Philadelphia,  reports  on  schs.  in,  S8ff., 
7ifiP. 

Plymouth,    112. 

Poor,  educ.  of,  32,  38,  59,  74,  91,  liaf., 
117,   149,  159. 

Preachers,  journeys  of,  5f. 

Preparative  meeting,  functions,  19. 

Printing,  encouraged,  152. 

Quakers,  origin  of,  iff. ;  growth  of,  6. 
Quarterly  meeting,  functions,   19,   168, 
174- 

Radnor,  is8f!. 

Rates,  7  Iff. 

Reading,  8  if. 

Regulations,  adopted  for  schools,  nsf., 

i2Sf.,  i82flE. 
Rewards,  186. 
Richland,  I02f. 
Robeson,  8of. 

Sadsbury,  14  iff. 

Salary,  43,  45,  47,  54f.,  62,  aiof.,  154; 

compared,  212. 
School  control,  80,  186,  141,  143;  corns. 

appointed  on,   in,   116,   118. 
Schoolday,  length  of,  i86ff. 
Schoolhouses,   i77ff.;    school  property, 

urged  necessary,  i76f. 
Schoolmistresses,    54,    58ff.,    130,    208, 

2I2f. 

Schools,  modem  tendency,  39;  number 
established  estimated,  121,  270. 

School  support,  39,  45f.,  60-65,  7  iff., 
89f.,  92f.,  98f.;  I27f.,  133.  I39ff- 
I43f.,  148,  I50f.,  iS7f-,  160,  164 
167-172;  distribution  of  funds, 
108;    of  Negro  School,  64. 

Schwenkfeld,  Caspar,  4. 

Schacklewell,  school,   10,  22. 

Slavery,  beginning  of  in  Pa.,  228; 
opponents  of,  2335  ;  classes  inter- 
ested, 230;  attitude  of  Quakers, 
2365.;  laws  regarding,  228f.; 
increase  of,  230;  condition  of 
slaves,  231;  attitude  of  Fox,  233; 
Woolman,  234;  Benezet,  235f.; 
Keith,  236. 

Spelling,    192. 

Springfield,  151. 

Student  papers,  i88f. 

Supervision  of  schools,  96f.,  189. 


Index 


287 


Teachers,  selection  of,  100,  no; 
scarcity,  150;  source,  205!.,  209; 
qualifications,  204;  tenure,  207f., 
209;  duties,  214;  rated,  216;  no 
contract  for,  210;  morality,  225; 
269. 

Teachers  named:  Albertson,  113; 
Ayres,  22s;  Brockden,  56,  74; 
Brientnall,  58;  Brown,  59,  72, 
218;  Britt,  218;  Buichell,  208, 
214;  Binns,  218;  Buller,  218; 
Benezet,  3ifif.,  S7.  58,  2i6ff.,  23sf.; 
Cadwalader,  S4,  S5,  209,  218; 
Cathrall,  59,  215;  Clarke,  60,  72, 
219;  Carver,  225,  116;  Clift,  207, 
309,  219,  154;  Coggins  and  Cham- 
berlain, 114;  Dickinson,  207,  219; 
Dougherty,  215;  Dull,  114;  Every, 

55,  224;  Eldridge,  206,  Evans, 
113;  Flower,  42f.,  45,  59;  Fitz- 
patrick,  225,  116;  Foulke,  114; 
Hartshome,  60,  74;  Harry,  60,  72; 
Houghton,  57;  Josai,  58;  Jones, 
59,  114;  Jackson,  220;  Johnson, 
325;  Keith,  45,  207,  209,  219, 
Kirk,  225;  King,  207,  220;  Lan- 
caster, 59,  72;    Makin,  46,  53,  54, 

56,  57,  207,  209,  219;  Marsh,  60, 
73;  McDonnell,  60,  73;  Mears, 
318;  Moor,  224;  Meccum,  215; 
Naylor,  55;  Pardo,  no,  114; 
Parks,  225;  Patterson,  220;  Pas- 
toriotis,  47,  53.  77ff-;    Proud,  59- 


71.  i83ff.,  206,  209.  22iflF.  Picker- 
ing, 218;  Pemberton,  224;  Pear- 
son, 225;  Price,  114;  Rakestraw, 
59;  Robbins,  56;  Richards,  224; 
Smith,  58,  116,  225;  SonghuTst, 
54,  208,  313;  Snowden,  223; 
Sitch,  224;  Taylor,  107,  207,  225; 
Thompson,  58,  22of.,  333;  Thome, 
223;    Thornton,  209,  213;    Todd, 

58,  59,  72,  222;  Underwood,  225; 
Walby,  55;   Warden.  56;   Weaver, 

59,  72;  Willian,  57,  205,  209,  220; 
Wilson,  220;  Waring,  223;  War- 
ren, 206;    Yerkes,  58,  233. 

Tuke,  on  educ,  34f. 
Uwchlan,   i38ff. 

Waltham,  school  at,  10,  22. 

Warrington,  117. 

Westtown  Boarding  School,  60,  73.  89. 

145.   iSi. 
Whitehead,  on  educ,  34!. 
WiUistown,   132. 
Women,  as  teachers,  54,  s8f.,  130;    on 

school  com.,  118,  140. 
Woolman,    on   educ,    33f.;     on   slave 

holding,    234. 
Writing  school,  195. 

Yearly    meeting,    recommends    educa- 
tion, 20&.,  109;  functions,  18. 
York,  119- 
Youths'  meetings,  I05f.,  117. 


VITA 

Thomas  Woody,  bom  at  Thomtown,  Indiana,  November 
3,  1 89 1.  Elementary  education  in  public  school  No.  6,  Sugar 
Creek  township,  and  secondary  education  in  the  Thomtown 
High  School.  Entered  Indiana  University,  19 10;  graduated, 
A.B.,  1913.  Taught  in  Warsaw  (Indiana)  High  School,  1913- 
1 9 1 5 .  Entered  Columbia  University,  1915;  graduate  scholar 
and  assistant  in  department  of  History  of  Education,  1916- 
17.    Awarded  fellowship  for  further  research,  191 7-18. 


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